
Class L \^^ 

Book.N.5_£L5 

OKKKJIAl. .OONAXION. 



REPORTS 



OF 

AN INVESTIGATION 

CONCERNING THE COST OF MAINTAINING 
THE PUBLIC SCHOOL SYSTEM 

OF 

THE CITY OF NEW YORK, 

BY THE 

DEPARTMENT OF FINANCE 

(Investigations Division) 

Submitted to the Board of Estimate and 
Apportionment. 



NEW YORK, JUNE, 1904. 



New York : 
martin b. brown co., printers and stationers, 

Nos. 49 TO 57 Park Place. 
1904. 



REPORTS 

OF 

AN INVESTIGATION 

CONCERNING THE COST OF MAINTAINING 
THE PUBLIC SCHOOL SYSTEM 

OF 

THE CITY OF NEW YORK, 

BY THE 

DEPARTMENT OF FINANCE 

(Investigations Division) 

Submitted to the Board of Estimate and 
Apportionment. 



NEW YORK, JUNE, 1904. 



New York : 
MARTIN B. BROWN CO., PRINTERS AND STATIONERS, 

Nos. 49 TO 57 Park Place. 

1904. 







MARTIN B. BROWN 
* PRESS *^ 




FEB 14 1905 
0. qTD^ 



CONTENTS. 



Letter of Hon. Edward M. Grout, Comptrclkr, to Board of Estimate and Appor- 
tionment, transmitting reports by Examiners of Investigations Division, Finance 
Department 5 

General scope of City's Educational System — Elaboration of functions under charter 

provisions i ? 

The new course of study — Special branches — Essentials — Too much supervision 19 

School officials and employees authors of tf xt books libeially used by the school prin- 
cipals — Growth of a profitable industry 31 

Sewing in the elementary schools — Cost of supervision and of the materials used — An ex- 
pensive adjunct of the school system 54 

Cooking in elementary schools — An experiment which has accomplished little in results — 
Its value in elementary education still doubtful — Should be administered with rigid 
economy 65 

Manual Training in the elementary schools — Time and money wasted on constructive 

work — Technical training should be eliminated — Unnecessary supervision 81 

Physical training in the elementary schools— Overdone — Needless supervision 107 

Music in the elementary schools — An exceedingly complex course of study — Analysis 

of the work demanded — Costly supervision 125. 

Showing amount of property held by Board of Education for school purposes, as of Jan- 
uary 9, 1904, which has not been improved — Cost of carrying charges and loss of 
taxes resulting therefrom 138 

Showing the lapse of time between the acquisition of property and the letting of con- 
tracts for construction thereon, on contracts by the Board of Education during 1901, 
1902 and 1903 151 

Circulating class libraries — A costly feature of work in the schools 157 

Free Lectures under direction of the Board of Education — Broadening of the course — In- 
crease of attendance 163 

Evening Recreation Centres maintained by the Board of Education — Suffer from tco 
costly and too elaborate supervision — Expert teachers employed to superintend the 
play of children — Large economy practicable in this branch of school work 177 

Report by Examiners of the Investigations Division on the purchase of School Supplies, 
other than text books, by Board of Education for the year 1903, with the results of 
a comparison of the contract awards for 1903 and 1904 194 

Analysis of 1903 printing contract 224 



Department of Finance — City of New York, ) 

June 29, 1904. [ 

To the Honorable Board of Estimate and Apportionment: 

Gexilemex — The immediate occasion of inquiry I)y the Finance Department in 
regard to the expense of maintaining the pubHc school system of the City was the 
puMic announcement made by the Board of Education that owing to insufficiency of 
funds appropriated by the Board of Estimate and Apportionment for the year 1904 
certain popular branches of the work embraced in the system would have to be in 
some cases greatly curtailed and in others wholly abandoned for that year. 

It is believed, however, that the resulting investigation, detailed reports of which 
arc herewith compiled, will not only prove serviceable in considering future appropria- 
tions for educational purposes, but also tend to promote a better understanding of 
the actual workings of this important and most expensive branch of the public ser- 
vice, as well as a more intelligent public opinion in regard to the reason and p rfposes 
of its maintenance. 

fn making appropriations for the Budget of 1904 it seemed upon consideratioiT 
advisable that departmental estimates should be considerably reduced whenever a full 
allowance of the estimate furnished by a Department would involve a substantial in- 
crease over its 1903 appropriation, which would indeed have been the case in almost 
every instance. Full allowance of all the estimates furnished the Board of Estimate 
and Apportionment would have swelled the Budget some ten millions beyond its pres- 
ent by no means insignificant proportions. 

The -estimate furnished by the Board of Education for the year 1904 was 
$17,264,974.55 for the General Fund and $5,995,497-75 for the Special Fund, or a total 
of $23,260,472.30, being an increase over the appropriation for 1903 of $1,365,356.07 for 
the General Fund, and of $1,585,746.42 for the Special Fund, or a total increase of 
$2,951,102.49. 

The appropriation allowed by unanimous action of the Board of Estimate and 
Apportionment was $16,300,883.49 for the General Fund and $4,612,134.28 for the 
Special Fund, being an increase over the appropriation for 1903 of 401,265.01 for the 



General Fund, and of $211,372.95 for the Special Fund, or a total increase of $612,637.96, 
a greater increase than that allowed any other Department, with the one exception of 
the Fire Department, the appropriation for which was some $750,000 greater than for 
the previous year, owing chiefly to increase in engine and hook and ladder company 
pay-rolls. 

As imporant and popular a branch of the public service as the Department of Edu- 
cation admittedly is, there would nevertheless seem to be no good reason why it should 
enjoy any immunity from scrupulous observance of the same strict economy in the 
expenditure of public money as is demanded of other departments, and it was thought 
by the Board of Estimate and Apportionment that, with an increase of more than half 
a million dollars over the appropriation of the previous year, and the practice of a 
somewhat more rigid economy, the Board of Education would be able to continue the 
schools without impairment of their real efficiency, notwithstanding the considerable re- 
duction of its departmental estimate. 

Immediately upon notice of the amount at which its appropriation had been fixed 
as above stated, the Board of Education appointed a special committee to prepare and 
present a plan for apportioning the General Fund among the various objects of its 
expenditure. The Committee recommended the adoption of certain resolutions in sub- 
stance as follows : That the sessions of the evening schools for 1904 be reduced one- 
fourth in number; that the salaries of the principals and teachers in such schools be 
reduced; that the recreation centres, from January 31, 1904, and the vacation schools 
and playgrounds during the entire year 1904 be discontinued; that the allowance for 
evening lectures be reduced to $60,000, and that a copy of the report be sent to each 
member of the Board of Estimate and Apportionment, and to each member of the 
Board of Aldermen, accompanied by " an urgent appeal for such relief as will prevent 
Ihe injury to the work of the school system which otherwise must, as above indicated, 
result, viz. : For the additional allowance for the purposes of the General School Fund 
fo $964,091.06, the amount originally asked by this Board, less the sum of $125,000 to 
be transferred from unexpended balances of previous years, viz.: $839,091.06." These 
resolutions were at once unanimously adopted by the Board, and public announcement 
immediately made of its action in that regard. 

As it was a more economical administration of the school system as already con- 
stituted, rather than the total abandonment of any part of the system that had been 
fondly expected, the action of the Board in the premises could not fail to raise the ques- 
tion whether it was indeed actually impossible for it to practice any greater economy 
in its expenditure of more than twenty million dollars annually, and whether or not its 
reiterated and persistent demand, for nearly three millions increase of appropriation 
should be favorablj' considered. Tt has been with a view to obtaining some more or 
less reliable information upon this question -that the investigation herein reported has 
been conducted. 



It should be observed, however, that such investigation has not been directed merely 
to ascertaining the possibilities of a more economical administration for the current 
year. It was realized that there might be economies otherwise practicable but for the 
time inhibited by contractual obligations already incurred. That such might be the 
case seemed good reason for such inquiry as would at least tend to lessen the probabilities 
of any further improvidence in that regard. 

The investigation has been conducted, moreover, with a view to finding out if pos- 
sible not only whether the system as at present constituted could be any more econom- 
ically administered, but also whether there may not be somewhat of extravagance 
involved in the very make-up of the system itself. A seemingly economical disbursement 
of public money for what is not necessary may be really as wasteful as extravagant 
expediture for that which is necessary. 

Judgments or conclusions as to whether this or that particular activity is necessary 
-or even contributory to real efficiency in a public school system, must, from the nature 
of the case, be largely a matter of individual opinion. The Superintendent of Public 
Schools of the City of Boston, in the Twenty-third Annual Report, published March, 
1903, says of the system there : 

" The reform work that now seems most needful in our grammar schools is to rid 
the several studies of masses of useless details. There is an almost irresistible tendency 
to over-elaboration in every branch of study. The maker of the text-book wishes to 
put therein everything that any teacher may be expected to look for, and the teacher 
fears lest he may be considered deficient if he fail to teach everything in the book. 
Thus teacher and book-maker react the one upon the other to bring about a congestion 
of details which is burdensome and useless to the child. 

" The study of arithmetic has been attacked repeatedly in recent years on the ground 
of over-elaboration. The study of grammar has been much complained of on the same 
ground. Geography used to be burdened with a mass of rubbish called political geog- 
raphy, which has now been replaced by a mass of physical geography and recent geology, 
hardly less unsuited to young minds. The trouble with music and drawing is that the 
attempt is made to elaborate both these subjects beyond what the fixed time limits 
fairly allow. It is the same in some degree with all the other studies. Supplementary 
reading would be more effective if it were less diffuse and miscellaneous and more 
concentrated and systematic. In all our school work we need to change our aim from 
the acquisition of masses of knowledge to the development of mental power ; and this 
will require much simplification in the material presented for instruction, with less 
appeal to the memory and more to observation and reason." 

Whatever the progress made in the science of pedagogy the art of education seems 
not yet to have arrived at such scientific certainty as to warrant the acceptance of any 
opinions as expert testimony. If there be a science of education, it is one in which the 
doctors themselves as j^et disagree. In questions of public education we must depend 
for practical answer, as in the case of other public questions, upon that preponderance 
of individual opinion which constitutes public opinion. It will be found that in several 
instances the examiners for this Department have very naturally, if not unavoidably. 



included in the reports of their investigations conclusions which must of necessity be 
based upon their individual opinions. That such opinions are not altogether un- 
founded in reason would seem to be the verdict of public opinion as evidenced by the 
press and indicated by letters of approval received from many different sources. There 
is, moreover, reason to beleive that members of the Board of Education, as well as of 
the Board of Superintendents, not to mention the great body of principals and teachers^ 
are already giving favorable consideration to many of the suggestions made in the 
reports. It is doubtful if any one will seriously question the practical wisdom of the 
recommendation made to simplify the course of study prescribed for the elementary 
schools, and so to modify that course that more time and attention may be paid to flie 
ordinary, fundamental common school branches, and less of time and expense devoted 
to special studies, or of the recommendation that teachers be permitted to do their work 
with less of annoyance from seemingly needless but expensive supervision. Sug- 
gestions made with a view to the adoption of a more prudent and economical policy 
in the procuring of sites for school houses appear to have been already productive of 
beneficial results. 

The investigation has not discovered anywhere the least hostility to a system of pub- 
lic schools, or any opposition to the making of generous appropriations for whatever 
may be essential to their real efficiency. There seems to be no objection to providing 
ample and well-appointed school-houses, suitable supplies, and an adequate force of 
competent, well-paid teachers. It is the unanimity of public sentiment in this regard 
that renders a constant watchfulness against extravagance in appropriations more 
necessary than when they are more grudgingly made. 

Inasmuch as one of the reports has already been referred to by certain members 
of the Board of Education as having been prepared by " persons whose qualifications 
for such judgment are unknown," it may not be out of place in this connection to 
supply such brief information as may be more or less pertinent to the question of such 
qualifications on the part of the several persons whose reports as Examiners for this 
Department will be found to contain expressions of opinion upon matters of a some- 
what distinctively educational character. 

Jklr. John S. Crosby, of the New York bar, was for some twenty years or more 
actively engaged in various branches of the public school service ; first in New England 
as teacher in the common schools, and afterwards, while principal of a private academy, 
as a member of a town school committee ; then for eleven years as principal of one of 
the leading high schools of the West in a city where he served afterwards as a member 
of its Board of PZducation. and later as attorney and counsel to the Board. Several 
years still later he declined an offer of the principalsliiii of one of the largest and most 
progressive high schools in the country He has, however, continued to maintain a 
lively interest in the cause of popular education, and has made numerous addresses in 
the normal schools, colleges and universities of different States. A small volume entitled 
" Government, An Inquiry Into the Nature and b^unctions of the State." in which 



he incidentally discusses the question of public education, has been strongly recom- 
mended for use as a text-book in elementary civics. 

Airs. Mathilde Coffin Ford has a national reputation ia educational circles, and has 
had a wide experience in the held of elementary education. As grade teacher, principal 
of night school, principal of grammar school, principal of model school, principal of 
teachers' training school, supervisor of primary grades, assistant superintendent of 
schools and instructor in teachers' institutes, summer schools, colleges and universities, 
Mrs. Ford has had practical experience with all phases of school instruction and school 
administration. Her success as assistant superintendent of the Detroit school system 
won for her great distinction, and she has since had calls to important positions in 
(Uher school systems. Residing in New York City since 1897, Airs. Ford has been pur- 
suing studies which have gone to increase greatly her rare equipment for investigating 
and reporting on the efficiency of New York's school system. 

Air. Robert B. Alclntyre, under whose immediate charge the investigation has been 

conducted, has been engaged for many years in supervising the work of investigation 

and reporting as carried on by the metropolitan press, the greater portion of the time as 

city editor, and later as business manager of a New York daily newspaper. He could 

scarcely have enjoyed a better opportunity for development of the faculty for close 

examination, final verification and plain statement of facts and conditions, so necessary 

to the task assigned him. 

Respectfully, 

EDWARD AI. GROUT, Comptroller. 



REPORT No. I. 

General Scope of the City's Educational System— blaboration of Functions 

Under Charter Provisions. 

Hon. Edward M. Gkout, Coniplrullcr: 

Sir — Investigation as to the expenditure of public moneys by the Board of Educa- 
tion necessitates at least a cursory survey of the public school system of the City, as 

well as of the laws and regulations under which it is maintained. 

" 'i"he management and control of the public schools and of the public school 
system of the City " is, by section 1061 of the City Charter, entrusted to the Board 
of Education, consisting of forty-six members appointed by the Mayor. 

The City Superintendent, appointed by the Board of Education, has a seat in 
the Board and the right to speak on all matters before it, but not to vote. The Board 
also appoints eight Associate City Superintendents, who, with the City Superintendent, 
constitute the Pioard of Superintendents. There are also twenty-six District Super- 
intendents appointed b\' the Board of lulucation. 

By section 1069 of the Charter, the Board of Education is empowered: 

1. To establish and conduct elementary schools, kindergartens, manual training 
schools, trade schools, truant schools, evening schools and vacation schools. 

2. To maintain free lectures and courses of study for the people of The City of 
New York. 

3. To provide special classes for the purpose of giving instruction in the English 
language to persons who can not use that language readily, and \vhose vocations pre- 
vent their attending other schools in the system. 

4. To provide one or more high schools and training schools or classes for teach- 
ers. 

5. To establish and conduct playgrounds in connection with the public schools. 

6. To establish new schools and discontinue or consolidate any of the schools of 
the system. 

Section 1082 of the Charter provides that 

" The board of superintendents shall establish for the schools, subject to the 
approval of the board of education, rules and regulations for the reception of pupils 
in the schools of the city, the promotion of pupils from grade to grade, from school 
to school, fo-r the graduation from all grades of schools, and for the transfer of pupils 
from one school to another."' 

Section 1083 provides that 

" The board of education shall, upon the reconiniendation of the board of super- 
intendents, approve text books, apparatus and other scholastic supplies for use in the 
public schools of the city. Requisitions for such text books, apparatus and scholastic 
supplies shall be made by principals upon the superintendent of supplies, under rules 
to be established by the board of education, but no requisition for any school shall 
be honored unless it is approved in writing by the district superintendent of the district 
-where such school is situated." 



12 

Section 1084 provides tiiat 

" The hoard of education shall have power to change the grades of all schools 
and of all classes of any high school or other school imder its charge, upon the written 
recommendation of the board of superintendents, and upon the same recommendation 
to adopt and modify courses of study for all schools under its supervision." 

Section 1086 provides that 

■■ Subject to regulations prescribed by the board of superintendents, and under 
the supervision of the district superintendent in charge, the principal of each school 
shall direct the methods of teaching in all classes under his charge. The board of 
superintendents shall have the power, from time to time, to issue syllabuses of the 
topics in the various branches taught, which shall l)e regarded as the minimum amount 
of work required in such branches." 

Section 1075 provides as follows: 

■■ The board of education shall provide for the purchase of all books, apparatus, 
stationery and other things necessary and expedient to enable the schools of the city 
to be properly and successfully conducted." 

Section 1076 makes the Superintendent of Supplies the executive officer of the 
Board for the purchase of supplies. 

The provisions of section 1098, prohibiting school officers from having any interest 
in the furnishing of supplies or materials, are by said section declared 
— ■' not to apply to authors of school books used in any of the public schools, because 
of any interest they may have as authors in such books." 

By section 2;^ of the By-Laws, adopted by the Board of Education, it is provided 
as follows : 

" I. The committee on studies and text books shall have charge of all matters 
relating to courses of study and the selection of text books and books for supplementary 
reading. 

■■ 2. All recommendations of the board of superintendents with regard to courses, 
of study, selection of text books, and books for supplementary reading, shall be filed 
with said committee, and shall be transmitted, with recommendations as to approval 
or disapproval, to the board of education for action thereon." 

The Board of Education has evidently deemed it advisable to exercise all the powers 
conferred upon it by section 1069 of the Charter, and in so doing has established 
elementary schools, kindergartens, manual training schools, truant schools, evening- 
schools, vacation schools, free lectures, special classes for instruction in the English 
language, high schools, training schools for teachers, play-grounds, and recreation 
centres. 

The elementary schools constitute the bulk of the system. They are attended by 
children six years of age antl upward, and provide a course of study extending over 
eight years, each year covering two grades, A and B, making sixteen grades in the 
full course, designated as Grade lA, Grade iB, Grade 2A. and so on. from the first 
to the eighth year, inclusive. Graduates from the elementary schools may pass into 
the high schools, which provide courses of from two to Ave years, while children 
between four and six years of age are cared for in the kindergartens. 



The New Course of Study. 
In May, 1903, the Board adopted a uniform course of study to be followed by the 
elementary schools throughout the different boroughs. The course of study is elaborate, 
as are also the syllabuses, which indicate in detail the mininuun amount of work re- 
quired in each branch. English, mathematics, physical training and hygiene, drawing 
and constructive work, and music, are pursued throughout the entire eight years ; 
nature study during the first five years; sewing during the greater part of the course; 
geography during the last five years; history the last four years; civics the last three; 
elementary science the last two ; cooking or sewing the last two ; and French, German, 
Latin or stenography as an elective the last year. 

The list of approved te.xt books is made to contain, as a rule, several different 
books suitable for use in each grade of the several branches taught, from which 
Principals may select as they prefer in making their requisitions for class use. 

The Legitim.\te End of Public School Administr.\tion. 
Extravagance or lack of economy, if any there be in the conduct of the schools, 
may be due to negligence or other inefficiency on the part of offcials in their efforts 
to comply with the requirements of the prescribed course of study, or it may be the 
logical result of the best endeavor on the part of all to follow that course. In other 
words, there may be waste of money in the manner of administering the system, or 
the system itself may be extravagant, and the more wasteful the more faithfully it is 
administered. 

A system of popular education to be maintained at the public expenses is, of course, 
extravagant to whatever extent it involves any expenditure not necessary to the legiti- 
mate end of a public school system, which is to provide a course of instruction and 
study best calculated to secure the highest average of intelligent citizenship. 

There could, perhaps, be no better test of the efficiency of a system adapted to 
the demands of this City and country than that of the degree to which it succeeds in 
sending out from the elementary, or so-called grammar grades, through which alone 
the great majority of children are so fortunate as to pass, graduates having a practical 
knowledge, and habitually correct use of the English language, together with such 
knowledge of mathematics, geography and history as may be reasonably expected. 
A course of study into which there are introduced any exercises or branches interfer- 
ing with the healthful acquirement of such knowledge involves not only a waste of 
the money directly expended upon them, but also a loss of efficiency '^^^"he best 
methods that may be adopted for teaching essentials. This, of course, results in a 
waste of the money appropriated for essential instruction and training, to say nothing 
of the wasted time and energies of pupils and teachers. There can be no knowledge, 
training or accomplishment, however desirable, of suft'icient relative importance to 
warrant its acquirement in the public schools at the expense of what is ordinarily 
called a common school education, to provide which is universally acknowledged to 



14 

be the primary object of the public or common school system. If the pupil leaves 
the public schools without such education, no matter what may be his special acquire- 
ments or accomplishments, he goes out unfitted for that citizenship, the necessity 
of providing opportunity and means of preparation for which constitutes the sole 
warrant for maintaining such schools. Objection is not here made to the introduction 
of any extra or special branches of admitted usefulness to the average pupil, provided 
they can be successfully pursued without detriment to this primary and essential 
function of the public schools. 

Special Branches of Study. 
And yet, if public schools were not necessary in order to insure that popular 
knowledge of the ordinary common school branches deemed necessary to intelligent 
citizenship, that is, if such knowledge were sure to be acquired without the aid of 
such schools, it is by no means certain that public opinion would favor their maintenance 
for the sole purpose of affording an opportunity to pursue the extra or special branches 
now taught therein. The latter have one after another found place in the curriculum 
on the ground that attendance upon the public schools so monopolizes the pupil's time 
that the special branches must be taught him there if anywhere. But, as already 
suggested, there can be no warrant for their introduction to the exclusion or neglect 
of the ordinary branches, or to such an extent or in such manner as to interfere with 
the successful prosecution of the ordinary common school course of study. 

It is, of course, always easier to criticise a system than to construct one, easier 
to find faults than to remedy them. Bearing this in mind, and realizing, moreover, 
that the popular favor in which the public schools have deservedly come to be held, 
renders any criticism of them, however well intended or well founded, more or less 
liable to the charge of hostility to the system as a whole, it is not without some hesita- 
tion and much deliberation that the following suggestions are made. 

Overloading of the System. 
It will hardly be contended that pupils graduated from the elementary public 
schools of this or of almost any other city are as well grounded and as proficient in 
the common school branches of study as could well be desired, or as the time and money 
ostensibly appropriated to that end would seem to warrant. This can hardly be the fault 
of the teachers, than whom a better qualified or more conscientious body of public 
servants it were idle to seek. They are themselves sensitively aware of this failure of 
the system to produce or even permit the results for which they so faithfully strive. 

However much, for reasons already stated, one may hesitate to express it, there 
can be little hesitancy in forming the opinion that teachers and pupils are called upon 
to do, not too much perhaps, .but too many things, to permit their doing anything 
well or thoroughly. The apparently successful and supposedly beneficial introduction 
of this and that specialty into the schools of one city or another has led to their 
adoption by other cities, through fear of being thought behind the times, until now 



15 

whatever has been done anywhere is attempted everywhere, or at least wherever it is 
aimed to keep abreast, if not a little ahead, of this procession, which seems to have 
lost sight of its original destination, seeming to care not so much abofTl getting any- 
where in particular, as to present an impressively imposing appearance on the way 
to everywhere in general. While philosophizing about natural methods in teaching 
we have brought about artificial conditions under which the pupil withers and the 
'"system" is ever more and more. 

It was perhaps hardly to be expected that New York would long withstand the 
temptation to make its system second to none in its provisions for whatever is pro- 
vided elsewhere. The Charter provisions would seem to have been prepared Jiyth this 
end in view, and the Board of Education and School Superintendents to have had 
it in mind in formulating the new course of study to be pursued in the elementary 
schools. This has been done, no doubt, with the best intention and in the belief 
that the course of study prescribed is the best that can be devised. 

The apparently general assent given by professional educators to what most lay- 
men regard as an overloading of the common school system is due mostly to a certain 
esprit de corps, or tendency to sympathize with and even defend whatever the educa- 
tional associations of the country may, for the time, seem to approve, however un- 
advisedly. So strong is the influence of this spirit of conformity that open opposition 
on the part of a superintendent or teacher might result in the loss of his position. 
If outspoken criticism is to be made it must come, for the most part, from persons 
outside the system and not subject to the influence exerted by those that dominate it. 

A Gl.\nce at the New Course. 

It needs but a cursory view of the several courses of study prescribed for the 
New York City elementary schools to raise the query in any unprejudiced mind as to 
whether it is possible for the average pupil of the elementary school age to pursue 
them all to any advantage. A closer examination of such courses, together with an 
inspection of their accompanying syllabuses, will lead to the conclusion that the 
ordinary child between the ages or six and fourteen years cannot begin to digest the 
profuse abundance of ostensibly mental pabulum so rigidly prescribed for him. 

The recently prescribed course of study has perhaps not been in operation long 
enough to afford data for any comprehensively accurate estimate as to the results 
of its adoption and continued use, but there appears to be a very general agreement, 
among teachers in charge of different branches of the course for the last ten months, 
that it is too heavy, and impossible of completion in the time allotted to it. 

In addition to the ordinary common school branches, the difficulty of mastering 
which even under the most favorable circumstances is generally admitted, the pupil 
is required to attend through all the grades upon instruction given in elaborate courses 
of study in drawing, constructive work, sewing or cooking, in physical training and 
hygiene, in music, and, during the first five years in nature study. Special teachers 



i6 

are provided for imparting this special instruction, attention upon which absorbs so 
much of the pupil's time and energy that he has neither the opportunity nor the 
strength for successful prosecution of the fundamentally essential branches. Subsequent 
reports will contain the results of an examination more in detail of the various branches 
included in the course of study. 

As before suggested, it is not here contended that no attention should be given 
to the special branches, but that their pursuit should be limited to the time and 
opportunity remaining after the pupil has been first afforded ample time and provision 
for successful and not too arduous prosecution of the essential branches. Whatever 
may b^ the virtues of hard work, it is not beneficial to young children, not any more 
so m school than elsewhere. 

There can be little doubt that a sound economy in public school administration 
demands the doing away in elementary schools with so much at least of instruction 
in special branches as may be required in order to afford pupils and teachers time 
and opportunity for efficient prosecution of the ordinary common school course of 
study. The amount of money saved would depend, of course, upon the number of 
special teachers whose services were dispensed with, and the cost of text books and 
other supplies formerly, but no longer, required. It is believed that a large saving 
could be effected in this way, and that without injury but rather with positive and 
much needed improvement to the public school system. There is reason to believe 
that a majority of principals and teachers would favor some such change of program. 

Analysis has been made of disbursements incident to the maintenance of the several 
special courses of study, together with an inquiry as to the ascertainable effect, if any, 
which their prosecution has upon the efficiency of the work required to be done by 
teacher of the regular and more essential branches. The results of these examina- 
tions will be found in reports following this. 

College Courses and Examinations. 
The question of college and summer school courses for teachers, as prerequisites 
for eligibility to examinations for promotion and higher licenses, is one of interest 
to many teachers in the system, and may be considered in connection with the regular 
course of study. 

The requirements for promotion licenses and principals' licenses demand a course 
of from 60 to 120 hours in the science of education or other subjects. These courses 
must be certified to by the instructors and accompanied by examinations. The courses 
cost from $10 to $15 for 30 hours, or $25 per summer session of 60 hours. 

In lieu of certain of such courses, the passing of an examination set by the Board 
of Examiners is accepted. Whether because of the greater ease of satisfying the 
college authorities, or dislike to examinations set by the Board, the college courses 
are more largely patronized by the teachers. 



17 

In the summer of 1903. 322 New York City teachers attended courses in Cohuiibia 
University Summer School, and probably 85 in New York University. Others un- 
doubtedly were enrolled in Cornell, Harvard, Chautauqua and other schools whose 
certificates are accepted. Besides the summer school, it is estimated that nearly 1,000 
teachers attend courses under university auspices during the school year. Some 
teachers take as high as seven hours' work per week. 

In certain of the summer schools high officials of the school system have been 
secured by the authorities of the schools to give instruction — possibly as an added attrac- 
tion to public school teachers. Certainly their particular branch of pedagogical in- 
struction would pass muster. Good work in theory under one of the supervising 
staff ought not to unfavorably affect a teacher's class room record. That may help 
to explain the large attendance at certain courses. 

Much may be said on both sides of this subject. It is at least a question, however, 
if the exhausting and nerve wearing work required of teachers by conditions of New 
York City schools should be augmented by the added strain of practically compulsory 
attendance at college work. The salaries that are paid should, under proper conditions, 
attract a class of teachers whose possible deficiencies of early education would not 
require remedying in that manner. Purely voluntary work is a different matter. 

Conclusion. 
The conclusion is inevitable that the public school system of this City, in common 
no doubt with those of many of the other cities of the country, is overloaded, and 
rendered unduly expensive, by reason of the introduction and maintenance of much 
that has no other warrant than that of conformity to some as yet undemonstrated 
theory of education, or that of affording material for showy exhibits to be made at 
conventions and expositions, or set forth in educational reports. As already suggested, 
it is not alone the extravagant expenditure of money, but also and more the needless 
loss, the criminal waste, of time and energy on the part of pupils and teachers alike, 
that call for thorough investigation of the matter under consideration. 

Yours respectfully, 

JOHN S. CROSBY, 
ROBERT B. McINTYRE, 

Investigations Division. 



REPORT No. 2. 
The New Course of Study— Special Branches— Essentials— Too iluch Supervising. 

Hon. I'J)\vaki) M. Gkout, Coniplrollcr : 

Sir — 111 suljiniUinj.; this report of an investigation made witli a view to ascertaining 
in wliat particulars, if any, the expense of conducting the elementary public schools- 
itf the City m;iy be reduced without consequent diminution of their real efficiency, it 
may l)e well to state briefly upon what theory as to the reason and purpose of popular 
education at public expense the investigation has been attempted. Without some' 
approximate agreement as to the primary warrant for establishing a public school 
system there can be none as to its true object, and ctMisequcntly none as to what 
constitute legitimate expenses of such a system. 

If there were available for public uses a fund belonging primarily to rdl the people 
in connnon, no i)art of it being contributed from individual resources, it might well 
be expended in such manner as the majority should deem most beneficial to all. The 
beneficent public jiurposes to which such a fund could be legitimately devoted might 
be limited only by its amount. 

P.ut as there is no such social fund at [u'esent available, and as i)ublic revenues- 
are, for the most part, made u]) of enforced contributions from ])rivate sources, tax- 
|)ayers earnestly and not unreasonably object to exactions not necessary to any legiti- 
mate purpose of the government making them. 'J'he only just warrant for establish- 
ing or maintaining gcjvernment, a compulsory regulation of society, would seem tO' 
\k- the necessity for such government in order to secure to all persons within its 
jin^isdiction the peaceable enjoyment of their inherent rights, which exist in the nature 
of things and necessarily pritjr to and independently of any government. 

It may be pertinently asked then: For the accomplishment of what legitimate pur- 
pose of government is the establishment and maintenance of a system of free public 
schools deemed necessary? Is an education, such as is to be acquired in them, one of 
those inherent rights necessity for securing which would alone and of itself warrant 
the establishment of a government? In other words, if the peaceable enjoyment of 
natural opportunities for the pursuit of happiness were secure to all without the aid 
of government, and there were no need of it, except for the sole purpose of maintaining 
a system of popular education, would such purpose alone and of itself warrant the 
establishment of compulsory government? There can be but one answer to such a 
question, and it nmst be evident that whatever government properly has to do with 
education is done not for education's sake but for purposes of government. ^ 

There have been governments under which it would have been suicidal for them 
to promote that popular intelligence upon which our form of government depends, and 
to guarantee which is the legitimate end of the American public school system. 



20 

And yet that system is now devoting great time and expense to the teaching of much 
that might be taught to the masses under any the most despotic government without 
in the least disturbing their stoHd acquiescence in its arbitrary rule. Education essential 
to intelligent American citizenship is possible of acquirement without instruction in 
physical culture, manual training, music or drawing, beneficial as may be the result 
of such instruction to those receiving it. On the other hand, one might become pro- 
ficient in such special acquirements and yet remain as unfitted for intelligent participa- 
tion in popular government as the skilful but unlettered slave. It is by no means here 
intended to underestimate the value of such instruction, but simply to emphasize the 
fact that since it is not essential to the main purpose of the public schools, namely, 
to promote intelligent citizenship, its incidental provision should never be permitted 
to interfere with the efficiency of their legitimate work. 

There is every reason to believe that the course of study under consideration was 
not adopted without long and patient deliberation on the part of its framers, among 
whom were educators of eminence. It may be, however, that their very eminence 
is not without a tendency to render them less capable of outlining work to be done 
by children of the elementary school age than would be a committee of mothers 
selected from those having had practical experience in teaching such children. It 
is sometimes the case that those most influential in directing educational forces have 
had little practical experience at the vital point where the pressure of those forces is 
brought to bear upon the endurance of the pupil. Teachers having the actual work 
to do should have much to say as to what it shall be. 

Hardly too much is to be said in commendation of the outline of work contemplated 
in the essential or staple branches of the course. A thorough mastery of the prescribed 
courses in English, mathematics, geography and history would be perhaps more than 
the most sanguine person could ask to be accomplished by graduates from the elemen- 
tary schools. Reasonable proficiency is all that should be expected, and no considera- 
tions of false economy should stand in the way of its attainment. 

Criticism of the work outlined for the other or special branches of the course is 
here directed mainly to the time devoted to such branches, not too much perhaps for 
the work contemplated, but more, it is believed, than can well be spared from efficient 
prosecution of the elaborate courses outlined for the essential branches. 

A TIME SCHEDULE FOR TEACHERS. 
Apportionment of School Hours Among the Various Branches of Study Arranged 

WITH Railroad Precision. 
Inspection of the following "Time Schedule" will show the apportionment of a 
week's time of 1,500 minates among the various branches taught in the elementary 
schools, and cannot fail to suggest the hurry and strain of catching trains at a crowded 
railway station. There can hardly be the most efficient school work where there is 
so much clock work. 



21 

Time Schedule on the Basis of 1,500 Mi)iutes Per Week. 
Years. I. II. III. IV. V. VI. VII. VIH, 

Opening Exercises 75 75 75 75 75 75 75 75 

Physical Training, Physiology and 
Hygiene, Recesses and Organ- 
ized Games 200 165 165 165 90 90 90 90 

English 450 510 450 375 375 375 (9)360 (8)120 

Penmanship 100 125 125 75 75 75 

Ekctives (German, French, Latin, 

Stenography) .... (5)300 

Geography 133 120 120 (2) 80 .... 

History 90 120 (3)120 (3)120 

Mathematics 120 150 150 150 150 200 (5)200 (4)160 

Nature Study go 90 9c 90 75 .... .... .... 

Science (2) 80 (2) 80 

Drawing and Constructive Work.. 160 160 160 120 120 120 (2) 80 (2) 80 
Shop Work, Cooking, or Ad- 

vanced Sewing (2) 80 (2) 80 

Sewing and Constructive Work... 60 60 60 60 60 60 .... .... 

Music 60 60 60 60 60 60 60 60 

Study 90 135 150 150 (5)200 (4)160 

Unassigned Time 185 105 75 60 60 55 175 75 

1,500 1,500 1.500 1,500 1,500 1,500 1,500 1,500 

Note — Both boys and girls are to take the work outlined under sewing and constructive work iil 
the first three years. 

Electives — The study to be pursued in any one school shall be determined by the Board of Superin- 
tendents. In no school shall more than one of these subjects be introduced unless at least thirty 
additional pupils of such school elect it. A different subject may be substituted for any one of the 
above at the discretion of the Board of Superintendents. 

The figures in parentheses in the seventh and eighth years represent the number of forty-minute 
periods per week. 

As 1,500 minutes per week are spent in school by the pupils in each of the eight 
years, the total attendance for all years is 12,000 minutes per week, apportioned as 

follows : 

Branches. Minutes. 

Opening exercises 600 

Physical training, etc 1,055 

English 3,215 

Penmanship 575 



22 



Branches. Minutes. 

Electives • 200 

'Geography 455 

History 450 

IMathematics 1,280 

Nature study 435 

Science 160 

Drawing and constructive work 1,000 

Shop work, cooking and advanced sewing 160 

Sewing and constructive work 360 

Music 480 

Study 885 

Unassigned time 690 



Total 12,000 

It will be seen that of the total, 12,000 niimites, only 5,(^5, or a little less than 

one-half, are allotted to the essential branches, English, penmanship, geography, history 

and mathematics, which is the ratio of apportionment applying to the entire elementary 

•course of study. 

Fourth Year Course. > 

■Children at the Age of Ten Instructed in Elementary Seienee, Nature Study, Drawing 

and Constructive Worh, Physical Training, Hygiene and Music. 

.^ Some general idea of the work outlined and of the time allotted to its different 

branches may be formed from inspection of the courses of study and the syllabuses 

prescribed for some one of the sixteen grades of the eight-year course. Selecting, for 

instance. Grade 4A, pupils in which average perhaps ten years of age, the work of the 

■eighteen or twenty weeks of the term is found to be outlined as follows : 

COURSES OF STUDY AND SYLLABUSES FOR GRADE 4A. 

Course of Study in English. , 

Composition — Oral and written reproductions. Model compositions studied and 
imitated; paragraphs and stanzas from memory or dictation. Study of simple declara- 
tive sentences ; construction of typical sentences. Rules for the use of capital letters and 
marks of punctuation. 

Penmanship — Movement exercises ; writing from copy. 

Reading — From readers and other books ; the meaning of words. Reading to 
pupils. Ethical lessons. Use of library books. 

Spelling — Words from lessons of the grade. 

Memorizing — Prose and poetry. 



23 

Syllabus. 

Composition — The stories told or read for reproduction may include myths and 
legends. Pupils should reproduce in writing, without aid from the teacher, the subject 
matter of their silent reading. 

The model compositions to be studied, including letters, should be short and simple. 
Special attention should be given to the sequence of paragraphs. Compositions in 
imitation of these models should be written by the pupils under the teacher's direction. 
The drills on correct forms should include the parts of irregular verbs in frequent 
use. In letter writing there should be exercises in addressing envelopes. 

There should be occasional exercises in copying from print. The paragraphs and 
stanzas written from memory or dictation should be selected for their inspiring content 
and literary form. 

Pupils should study the fundamental structure of declarative sentences by finding 
their subjects and predicates. In teaching pupils to construct typical forms of statements 
the teacher should have in mind such a classification as will insure the expression of all 
the more important forms of thought, e. g., sentences that state (i) what things do, 
(2) what is done to things, (3) what the qualities of things are, and (4) what things 
are. The first two of these should receive special attention in this grade. In connection 
with sentence study the important plural forms of nouns should be taught. 

Capitalization— First word of sentence; the word I; first word of line of poetry; 
proper names. Punctuation: End of statements; end of questions; abbreviations; dates; 
word broken at end of line ; unbroken quotations ; constructions. 

Penmanship — As in the preceding grades. 

Reading — Several books of fourth-year grade, including such as F. D. Sherman's 
" Little Folk Lyrics " ; Anderson's " Fairy Tales," and books to supplement the work 
of the grade in nature, geography and local history. 

The reading lesson proper should be preceded by only such conversation as may be 
necessary to prepare the minds of the pupils for the proper appreciation of the subject 
matter. The teacher should bear in mind that correct expression in oral reading is 
dependent upon the reader's appreciation of the thought and feeling. 

The Meaning of Words — Pupils should be trained to depend largely on the context 
for the meanings of words. The use of diacritical marks as aids in the pronunciation of 
difficult words, and in the intelligent use of the dictionary, is recommended. 

Reading to the Pupils — For general suggestions, see lA. The selections may in- 
clude "Hiawatha and Mudjekeewis,'' "Hiawatha's Fasting" and "Hiawatha and the 
Pearl Feather"; Browning's "Pied Piper of Hamelin " ; myths in good literary form, 
such as Kupfer's "Stories of Long Age," Hawthorne's "Wonder Book" and "Tangle- 
wood Tales," nature stories, stories from the Old Testament and a long story to cultivate 
the power of sustained interest, e. g., " Alice in Wonderland," Dodge's " Hans Brinker," 
Jefifrie's "Sir Bevis/' or Brown's " Rab and His Friends." 



24 

Ethical Lessons and Use of Library Books — See introductory notes. 

Spelling— at least 300 new words selected from the pupils' vocabulary and from the 
lessons of the grade. Review of words frequently misspelled. 

-\Iemorizing-rAs in 3A. Selections may be made from the following lists : 

The Night Wind Field 

The Chldren's Hour Longfellow 

Jack Frost Gould 

Robert of Lincoln Bryant 

" He Frayeth Best " Coleridge 

The Wreck of the Hesperus Longfellow 

Course of Study in M.-^thematics. 

Oral — Reading numbers to one hundred thousand. Counting. The four operations. 
Multiplication tables through 12 x 12. One-half to seven-eighths of numbers within 
the tables. Changing fractions to equivalent; addition and subtraction. Measurements 
and comparisons. Problems. 

Written — Integers of five orders ; the four operations. One-half to seven-eighths 
of integers. Addition and subtraction of fractions. Problems. 

Syllabus. 
Special Work — Multiplication and division; multipliers and divisors, three orders. 

Multiplication and Division — Oral — Multiplication tables through 12 x 12; multipli- 
cation of any two numbers whose product is less than 50; separation of numbers less 
than 50 into two factors. Rapid drill as in preceding grades. Written — ]\Iultipliers and 
divisors of three orders. Special attention to proofs. 

Addition and Subtraction — Oral— Rapid drill (see 3A and 3B) ; sum and difference 
of two numbers of two orders; e. g., 28 plus 35, 28, 58, 63; 95 minus 66, 95, 35, 29. 
Written — Special attention to accuracy and rapidity. 

Fractions — Special attention to business fractions: 1-2, 1-3, 2-3, 1-4 3-4, 1-5, 2-5, 
3-5- 4-5, 1-6, 5-6, 1-8, 3-8, 5-8, 7-8; operations on multiples of the denominators within 
100. Written : Addition and subtraction of fractions whose least common denominators 
may be found by inspection; tlie same of mixed numbers. ]\Iultip]ication of an integer 
by a mixed number containing one of the business fractions. 

Counting — By us to 132, by 12s to 144. as a preparation for the multiplication 
tables; also rapid drill with numbers under 10 to about 100, begiiming with i, 2, 3 and 
so on. 

Measurements and Comparisons — ]Milcs; distance between a few well-known places 
in the City; dimensions of city lots. Long measure, square measure, cubic measure; 
tables developed, e. g., square inch and square foot compared, and then memorized. 
Lengths and areas as in 3B ; volumes of rectangular solids l)y taking the number of 



25 

cubic units in one row or one layer as the multiplicand ; dimensions of room, area of 
tloor, contents of room estimated and then measured; similar exercises with boxes; 
diagrams drawn to scale to represent areas ; rectangles separated into equal parts, and 
easy fractions of them compared, to find how much greater one is than the other. 
Lengths measured to the half-inch, fourth-inch, eighth-inch. 

Problems — Finding a quantity when a fractional part of it is given, occasionally 
illustrated by drawings and by objects. Problems may involve more than one opera- 
tion; explanations of processes may he required; operations may be indicated by signs. 

Course of Study in Geography. 
Home Geography — Topography of The City of New York and vicinity ; the people 
and their occupations. 

Local History — Stories connected with the early history of New York. 

The Earth — Form, motions and grand divisions of the earth. 

Syllabus. 
Home Geography — Topography of New York and vicinity; borough and city 
boundaries; land and water forms of the neighborhood; the harbor, water fronts, 
wharves, with a brief study of outgoing and incoming vessels as carriers (commerce 
and immigration), and of harbor boats and other local craft. Location of main avenues 
and streets, including those leading to important ferries; brief reference to places and 
monuments of historic interest; routes of travel and transportation; names and locations 
of bridges, tunnels, parks and other points of local interest, with their attractions, and 
the means of reaching them. 

Population — Nationalities represented ; comparative populations and areas of bor- 
oughs. Location of residential, manufacturing, commercial, and other districts. Indus- 
tries, occupations and productions, with a special study of a few of the leading pro- 
ducing and distributing centres, and of local commerce. Reports on typical articles for 
sale at local shops, including the place of production, method of transportation, distri- 
bution and consumption. Observation and reports on the work of the Police, Fire, 
Health and Street Cleaning Departments. Simple explanation of business concerns, 
individual and corporate, and of the great value of skilled labor. 

Attention should be called to loc:d illustrations of important geographical features. 
Plans and inaps of the school-room, and one floor of the school building should be 
prepared by the teacher and pupils working together. The exercise should be made an 
introduction to a study of a map of The City of New York and vicinity. 

Local History — Stories connected with the early history of The City of New York 
should be told or read by the teacher or by the class ; discovery and settlement of 
Manhattan Island and neighboring territory; the Hudson river; advantages of Man- 
hattan as a trading post; the fur trade. New York under the Dutch; old colonial days 



26 

in New York ; characteristics of the people ; their dress, customs, occupations and 
means of travel. Emphasis should be given to such biographical narratives and anec- 
dotes as best indicate their characteristics. 

The Earth — The earth as a whole, studied from a globe ; its form ; the effect of 
its daily motion; natural divisions of land and water; relative positions of the grand 
divisions'; size of each expressed in simple ratios ; surface diversities, continental high- 
lands and resultant great slopes. Points of the compass. 

Aids — Globe, outline and relief maps, sand and sand tables, pictures and other 
illustrative material, geographical readers and other books of reference. 

Note — Special attention should be given to the representation and illustration of 
all geographical features not actually observed. Emphasis should be laid upon the 
value of excursions and visits to the fields, parks and museums, to the docks and water 
fronts, to centres of local industry, manufacturing establishments and sources of supply, 
and to historical localities, buildings, monuments and tablets. Constant appeal should 
be made to the observation and individual judgment of pupils, with frequent use of 
illustrative material. 

Course of Study in Ei.e.mentarv Scien'ce or Nature Study. 
Anin'.als — Various types of animals, including cold-blooded animals, birds aiyl in- 
sects. Animal products ; uses of animals. 

Earth Study — Elementary study of metals and minerals. 

Syllabus. 

Spiders — Web, prey, enemies, means of defense; egg-cases; hatching of eggs; com- 
parison with insects. 

Snails or Slugs — Habitat; food; manner of feeding; characteristic parts; locomo- 
tion; trail; enemies; means of defense 

Oyster, Clam — Habitat; food; manner of feeding; characteristics parts. Compari- 
son of snails or slugs with clam. 

Earthworms — Habitat; form; color; food; segments; uses; enemies; comparison 
with caterpillar. Earthworms may be kept in pots of earth in class room and observa- 
tions made of their locomotion, castings, and feeding habits. 

Animals Useful to Man — Birds, bats, toads, frogs, fish, turtles, ladybugs. beetles, 
dragon-flies, bees, cochineal bugs, sheep, cow. goat, hen, goose, duck, ox, horse, donkey, 
mule, camel. Particular emphasis should be placed on their value to man (i) as 
destroyers of injurious insects; (2) as the source of supply of useful materials, includ- 
ing materials for clothing, food, furniture and ornaments ; (3) as beasts of burden. 

Animals Harmful to Man — Cut-worm, potato beetle, cabbage worm, leaf roller, leaf 
miners, plant iice. army worms, gipsy moth, codling moth, beetles, tent caterpillars, 
canker worms, clothes moths, cockroach, flies, bedbugs, ants, mosquito, snails, slugs. 



27 

rats, mice. Particular emphasis should be placed upon their injuries to man; harmful 
stage ; extermination ; work of the government in destroying pests. 

Earth Studj' — Collection of metals and minerals for class study; distinguishing char- 
acteristics and uses of slate, marble, granite, mica, quartz, aluminum and sandstone ; 
<;lementary classification. 

Course of Study in Dr.wving and Constructive Work. 

Free-hand representation of objects ; exercises illustrative of other branches of study. 
Constructive work from drawings ; decorative design and its application. Color. Study 
of pictures and other works of art. 

Sylhibus. 

Free-hand Representation — Pencil, crayon, charcoal or brush used. Objects drawn 
should be from nature, such as grasses, leaves, flowers, vegetables, trees or animals; or 
consist of familiar cylindrical and prismatic forms, such as lantern, bowl, can, box 
(facing and turned). 

The aim should be to develop habits of observation and judgment as to the char- 
acter and comparative proportions, by means of drawings of good size and placing. In 
drawing cylindrical and prismatic forms, special attention should be given to direction 
of line, and relative proportions of faces seen; in plant form drawing, to the char- 
acteristics of growth. Individual models should be used where possible; direction of 
lines should be tested by pencil holding. Lines of good quality should be sought. 

Illustrative Exercises — Crayon, charcoal, pencil or brush used. The illustrations 
made should represent ideas developed in the study of various branches, the drawings 
made being consequent and incidental to the lessons studied. 

The aim should be to accustom the child to express graphically, such ideas as a 
test of the clearness of his conception, and to develop correct concepts of relations and 
proportions, the emphasis being placed on the necessity of individual expression. 

Constructive Work and Design — Oak tag, bogus or cartridge paper, gingham, straw 
board or other appropriate material used. The forms used should be suggested by the 
pupil's needs and interests in school or at home. Decorations, when applied, should 
consist of original modifications of geometric units or units derived from natural forms. 

The aim should be to secure dexterity in handling and accuracy in measurements, 
and to develop appreciation of beauty in form and line, as embodied in units designed 
for the decoration of constructed forms. In measurements, minute fractions of inches 
should be avoided as far as practicable. All forms should be analyzed previous to their 
construction, in order that the necessary plans maj- be developed. Pupils should be 
encouraged to make at home original models, showing modifications of the forms made 
in the class-room. 

Color — Water color and chalk should be used, and the materials employed in 
design. The aim should be to develop appreciation of combinations of tones of the 



28 

same color. Warm and cold colors should be distinguished. The color instruction 
should be incidental to the work in drawing, design and construction. 

Study of Pictures — The works presented should be well known examples, illustrat- 
ing home and animal life. The study should continue to be informal, with a view to 
relating the child's interests to the ideas expressed. 

Course of Study in Phy.sical Training. 
Physical Training — Gymnastic exercises and games, and correct hygienic habits. 

Hygiene — Need of pure air ; ventilation, rest and .sleep. General structure of the 
body; care of eyes, ears, nails and hair. Effects of alcohol and narcotics. 

Syllabus. 
Gymnastics and Games — See special syllabus. 

Hygiene — Pupils should be taught the value of pure air; the causes of impure air; 
the methods of purifying the air; the effects of impure air on respiration, nutrition, 
feelings and mental power; necessity of cleanliness in and about the school building. 
They should be taught the necessity of a proper ventilation of rooms ; the necessity of 
an even temperature, of a change of air, and of the avoidance of drafts ; the importance 
of pure air in sleeping rooms ; the value of rest and sleep, and of a change of activity 
as related to rest. 

They should be taught the care of the eyes ; the effect of strong light upon sight ; 
the proper position of the book or paper in reference to light while one is reading; 
the best styles of book print, the importance of periodical examination of the eyes, and 
the selection of glasses. 

Effects of alcohol and narcotics. 

Course of Study in Music. 
Thorough review of the preceding work; study of the keys of A A flat and E, with 
their signatures; introduction of flat seven; song singing at sight from books. 

Syllabus. 
The review should emlirace every step from the first exercises in tone relationship. 
Xew exercise and song material should be used, in order that the interest of the 
pupils may be maintained and that mere rote singing" of the exercises learned in former 
grades may be prevented. 

The keys A A flat and E should be taught in a manner similar to that used in the 
preceding grades. Flat seven from the tone below should be introduced and compared 
with 3, 4, 3, on the same pitch. Dictation and ear tests on flat / should be given and 
used in songs and exercises for reading. 

Pupils should sing songs at sight without first using '" singing names." In case of 
difficult intervals they should be prepared by preliminary drill. 



29 

Jl'liat the Above Course of Study Means to a Boy of lo i'ears of Age. 
When it is remembered that teachers are held responsible for so much work in the 
several branches as may be outlined in their respective syllabuses, it must seem doubtful 
whether any one of them can, even under the most favorable circumstances, comply 
with the requirement. 

Look, for instance, at the above shown syllabus in mathematics, and consider 
whether the average pupil ten years of age should be expected to meet its requirements 
in the one hundred recitations of thirty minutes each possible in a twenty weeks' term, 
and that at a time wdien a goodly share of his attention is claimed by each of six other 
more or less exacting studies. A similar condition, which must, of necessity, be one of 
more or less constant hurry from one thing to another without sufficient time for any. 
obtains throughout the entire eight years' course of study. Teachers can do little to 
shield the pupil from the hardships of this condition, since they retain their positions 
upon condition of doing their utmost to hold him to the requirements of the prescribed 
course of study. 

If reference be made to the foregoing printed schedule, according to which the 
1,500 minutes of time in a school week are to be apportioned among the dififerent 
branches of study, a schedule which principals and teachers are required to observe 
strictly, it will be seen that in Grade 4A. 450 minutes a week are assigned to English, 
including penmanship: 150 minutes to mathematics, 135 to geography, 90 to elementary 
science, or nature study; 180 to drawing and constructive work, 165 to physical training 
and hygiene, and 60 minutes to music. The remaining 270 minutes of the school week 
are assigned as follows : 75 to opening exercises ; 135 for study, and 60 as unassigned 
time. 

It would seem that if a greater portion of time were devoted to essentials, the 
change would not only redound to the benefit of the school system, but also afford an 
opportunity for a considerable reduction in the expense of maintaining it. 

Staple Branches of Elementary Education. 
In the very able report promulgated some years ago by the distinguished " Com- 
inittee of Fifteen," of which Dr. Maxwell, present City Superintendent, was Chairman, 
English, mathematics, geography and history are well styled " the staple branches of 
the elementary course of study," and declared to be the " branches upon which the 
disciplinary work of the elementary school is concentrated.'' It is none the less true 
that, through the prosecution of these very branches of study must be acquired, if at 
all, the information or learning essential to that intelligence which the pupil is presumed 
to attain in the elementary schools. The amount of work deemed necessary to their 
successful prosecution is suggested in the elaborate outline of the course of study now 
under consideration. And will any one presume to say that such work might not be 
better done if more time were devoted to it, or that the schools or pupils would suffer 
injury from a more efficient prosecution of the admittedly staple branches of study? 



30 

CONCLUSIONS. 

The actual saving in dollars and cents would depend, of course, upon the extent 
to which special branches of study were dispensed with, upon the cost of books and 
other supplies consequently no longer required, and upon the amount of the salaries 
now paid to those supervisors and special teachers whose services might no longer 
be called for. The expenditure for salaries alone now amounts to more than $400,000 
annually, as shown by the following: 

Statement of Salaries Paid for Instruction in Special Branches. 

Physical training, 4 Directors and 22 Assistants $37,600 00 

Cooking instruction (special), i Director and 32 Assistants 38,200 00 

Sewing, 2 Directors and 54 Assistants 66,500 00 

Manual training, i Director and 28 Assistants 39.200 00 

Drawing and constructive work, 2 Directors and 26 Assistants 41,560 00 

Music, 3 Directors and 52 Assistants 84,680 00 

Shop work 43.290 00 

German, 48 Special Teachers 67,700 00 

. French, 10 Special Teachers 13,800 00 

Total • $432,530 00 



A simpler course of study would, moreover, require less labor on the part of 
superintendents, the number of whom might possibly be reduced, even unaer existing" 
conditions, without injury to the schools. 

The salaries of the twenty-six District Superintendents, at $5,000 each, amount 
to $130,000, while those of their clerks, ranging from $600 to $900, amount to over 
$15,000 more. It would seem that the City Superintendent together with the eight 
Associate Superintendents, might attend to most of whatever supervising is needed 
by competent principals, and the latter to all that is needed by the teachers in their 
respective schools. A competent teacher needs more letting alone than supervising, of 
which, together with statistical reporting, there seems to be at present a tantalizing and 
expensive superfluity. 

Respectfully, 
(Signed) JOHN S. CROSBY, 

ROBERT B. McINTYRE, 

Investigations Division. 



REPORT No. 3. 

School Officials and Employees Authors of Text=books~Which are Liberally Used 
by the School Principals Growth of a Profitable Industry. 

Hon. Edward M. Grout^ Comptroller: 

Sir — In compliance with your instructions, an examination has been made as to 
the matter of text-books purchased by the Department of Education for use in the pubHc 
schools. Particular attention has been given in this examination to the practice of 
using text-books of special authorship, in which school officials or employees appear 
to be interested as holders of copyrights. The facts disclosed in said examination are 
herewith presented. 

From an inspection of accounts kept in the office of the Superintendent of School 
Supplies it appears that 50.24 per cent, of the total appropriations for supplies for all 
boroughs in 1902 was expended for text-books, and that 44.08 per cent, of the appro- 
priation for 1903 was so expended, as shown by the following statement : 

1902. 

Total amount of appropriation for all boroughs for 1902 $1,022,375 29 

Less transfer to Incidental Fund 22,500 00 

Net amount $999,875 29 

Expended for text-books • 502,344 67 



50.24 per cent. 

1903. 
JNIanhattan — 

Appropriation $51 1429 70 

Less transfer 450 00 

$510,979 70 

Bronx — ■ 

Net amount 88,290 00 



$599,269 70 
Expenditure for text-books, Manhattan and The Bronx 261,985 74 



43.71 per cent. 



Brooklyn — 

Appropriation $382,000 00 

Less transfer 38,000 00 



32 

RrcKik!}'!! — 

Net amount $344,020 00 

Expenditure for text-books. Brooklyn 155.563 36 

45.22 per cent. 

Queens — 

Appropriation $78,741 42 

Less transfer 13,000 00 

Net amount $65,741 42 

Expenditure for text books. Queens 27.259 17 

41.46 per cent. 

Richmond — 

Appropriation $24,685 23 

Plus transfer 500 GO 

Net amount $25,185 23 

Expenditure for text books. Richmond 8.126 66 



32.26 per cent. 



Total amount for all boroughs for 1903 $1,009,031 12 

Expenditure for te.xt books, all boroughs 444.808 27 



44.08 per cent. 



The new course of study which w'ent into effect in September, 1903, made necessary 
the purchase of a large number of books to take the places of those formerly in use. 
The appropriation for 1903. however, was almost depleted and a great many of the pur- 
chases had to be deferred until the 1904 appropriation was available. 

Who thk Principal Text Book Contr.\ctors Are. 
Following is a statement showing the amounts paid for text books to the principal 
book contractors in 1902 and 1903, as .shown by an examination of the records of the 
Finance Department, made on January 18, 1904 : 

J 
1902. 1903.* Total. 



American Book Company $140,799 58 $105,909 32 $246,708 90 

Richard S. Thomas 62,889 76 59,267 15 122,156 91 

Maynard, Merrill & Co 35-725 53 30,002 10 65,727 63 



33 



190-2. I903-* Total. 

Silver, Burdett & Co 854,677 34 $26,999 53 #61,676 87 

D. C. Heath & Co 33,19866 18,65448 51,85314 

The MacMillan Company 25,192 93 23,567 67 48,760 60 

Richardson, Smith & Co 26,176 35 17,828 39 44,004 74 

University Publishing Company 16,036 11 9,150 64 25,186 75 

Rand, McNally & Co 11,813 94 7,591 25 19,405 19 

Albert F. Houghton 7,347 75 11,958 14 19,305 89 

Charles Holt 6,381 82 11,012 27 17, 394 09 

D. Appleton 5,355 04 8,449 92 13,804 96 

Educational Publishing Company 4,213 44 4,507 79 8,721 33 

Globe School Book Company 3,620 21 5,006 45 8,626 66 

Charles Scribner's Sons 2,512 84 3,358 95 5,871 79 

A. Lovell & Co 3,529 92 1,120 42 4,650 34 

Allyn & Bacon 3,475 85 1,054 Si 4.530 36 

J. P. Lippincott 1,678 79 1,678 79 

Mutual Book Company 745 81 547 95 1,293 76 

Sibley & Ducker 262 92 262 92 



$425,634 59 $345,986 93 1771,621 5* 



*The amounts for 1903 represent only the payments made to January 18, 1904, many claims to be 
charged to the 1903 appropriation not having been forwarded to the Department of Finance for pay- 
ment up to that date. 

School Officials and Employees as Authors of Text Books Used in the Schools. 

Prior to 1902 it had been the practice, in preparing lists of the text books to be 
used in the different boroughs, to make a separate list for each borough. In February 
of that year, pursuant to the general plan of centralization required by law, it was 
resolved by the Board of Superintendents 

— " that the Board of Superintendents request the Board of Education to adopt, for 
use in the schools of the boroughs, a list of text books, apparatus, etc., to be made up 
by the consolidation of the separate lists now available for use in the several boroughs." 

It is learned that objection was made in the Board of Superintendents to the 
adoption of this resolution on the ground that it would extend and introduce into 
all the boroughs, particularly into Manhattan and The Bronx, the practice of approving 
and virtually recommending, for use in the public schools, text books in which officials 
and employees of the Board of Education are interested as authors or otherwise. The 
resolution was decided in the affirmative by the following vote : 

Affirmative — Messrs. Stevens, Davis, Marble, Higgins, Yetman, Walsh and O'Brien 
— 7- 

Negative — Messers. Maxwell and Jasper — 2. 
3 



34 

From the way in which Dr. Maxwell, the City Superintendent of Schools, voted 
on the resolution it might appear that he was opposed to the practice objection to 
which had been made as above stated, or at least to the extension of it throughout 
the boroughs, and yet, on the other hand, it would also seem that, had his opposition 
been as pronounced as it may have been sincere, his reputed influence with members 
of the Board might have brought about a modification of the resolution eliminating the 
objectionable practice. He may, however, have voted as he did for other reasons than 
that suggested. 

The resolution was approved by the Board of Education, and the consolidated list 
of books approved for use in all boroughs now contains quite a number of books the 
authors of which are understood to be officials or teachers in the employ of the 
Board of Education. Such books are herein designated generally as " the Special 
List of Text Books," being those in which officials or teachers in the employment of 
the Board of Education are supposed to be interested as authors. 

It may be here noted that, although the use of such books may as yet be compara- 
tively limited, the practice is one susceptible of almost unlimited extension. 

When we consider the pressure, direct and indirect, which may be brought to 
bear upon school principals, ostensibly free and independent, influencing them to adopt 
particular books, it is evident that it would not take long for an influential coterie of 
school officials, if so disposed, to foist upon the City a list of text books of whicla 
their own would eventually be the only ones practically in use. 

And although the pecuniary advantage such officials might thus enjoy by reason 
of their position should be a matter of serious consideration, it is by no means the 
only one to be considered in this connection. Wise statutory provisions prohibit the 
teaching or inculcating in the public schools, through text books or otherwise, of 
any religious or sectarian doctrines or tenets. No less objectionable, and quite as 
dangerous to liberty and free institutions, would be any concerted or undue attempt 
to use the public schools as a means of popularizing an)- particular economic, social 
or political theories, dogmas or doctrines with a view to thereby moulding public 
opinion upon such more or less important but yet debatable subjects. But if the public 
school text books were to be prepared by a set of men not selected or put in office for 
that purpose, and not subject to any direct criticism except their own in regard to 
such books, what would be easier, if desired, than by concert of purpose and action 
so to plan and construct such books that their subtle influence constantly exerted 
through all the years of youth would finally result in the artificial and arbitrary forma- 
tion of a public opinion imposed upon the people through such prostitution of the 
public school system? 

In regard to the questions, subjects and inatters referred to, it is the function of the 
public schools not to provide the pupil with this or that opinion, but rather to develop 
in him the ability to form an intelligent opinion for himself and. with such ability, if 
possible, the habit of exercising it. 



35 

The following statement contains a list of officials and teachers said to be employed 
by the Board of Education, and understood to be authors of books used in the schools, 
or at least upon the approved list of text books. It has been impossible to prepare a 
thoroughly reliable list of such persons, and the one given may contain some names that 
ought not to appear. It is, moreover, more than likely that some that should appear 
have been omitted from the list. 

List of School Officials and Teachers Whose Text Books are on the Approved 

List. 



Name. 



Position and when Appointed. 



Salary, 



Maxwell, William H. 



Smith, George J. . . 
Kuttner, Bernhard. 
Walsh, John H... 



Damrosch, Frank. . . . 
Meleney, Clarence E. 



Rix, Frank R 

Williams, Mary E 

Caswell, Albert S 

Gunnison, Walter.... 
Johnston, E. L., Miss. 

Lewis, Leroy F 

Patterson, Calvin* . . . . 
Ward, Edward G.*... 

Coe, Ida 

Stewart, Seth T 

Witherbee, Joseph V.. 
Furey, Charlotte F... 



City Superintendent, October lo, 
1882 

Examiner, September 28, 1898.... 

Teacher of German, April 30, 1884. . 

Associate Superintendent, October, 
1880 

Director of Music, May s, 1897 

Associate Superintendent, July i, 
1896 

Director of Music, September 2, 



Director of Cookery, Manhattan and 
The Bronx, October 7, 1896.. 

Director of Music, Brooklyn, Sep- 
tember I, 1876 

Principal Erasmus High School, 
September i, 1896 

Principal No. 140, Brooklyn, April, 
1883 

Principal No. 11, Brooklyn, Septem- 
ber, 18&3 

Principal Girls' High School, Brook- 
lyn, September i, 1873 

Superintendent, Brooklyn, Septem- 
ber I, 1879 ' 

Teacher No. 46, Brooklyn, Novem- 
ber, 1883 

District Superintendent, July i. 



Principal No. 106, Brooklyn, Febru- 
ary, 1887 

Music Teacher, Brooklyn, Decem- 
ber I, 1896 



!8,ooo 


00 


5,000 


00 


1,600 


00 


6,000 


00 


4,000 


00 


5,500 


00 


3,900 


00 


2,500 


00 


4,000 


00 


5,000 


00 


2,500 


00 


3,500 


00 


5,000 


00 


6,000 


00 


1,600 


00 


5,000 


00 


3,500 


00 


1,400 


00 



'Deceased. 



Following is a recapitulation of Schedules A, B and C hereto attached, and con- 
taining approximate information in regard to the purchase in 1902, 1903 and 1904 of 
books appearing on the so-called Special List of Text Books. 



36 



Recapitulation of 

Showing the Number of Volumes and Cost of Text Books of Special Authors Pur 

to January 



Authors. 



No. of 
Volumes 


iyu.j. 


Cost. 




No. of 
Volumes. 


36,989 




$13,575 


08 


43.406 


21,163 




7,099 


67 


14,343 


767 




138 


06 


812 


3,646 




2,187 


60 


1,723 


2,671 




2,136 


80 


767 


2,187 


dozen 


1,257 


30 


; 3 pkgs. 

; 1,267 doze» 


2,101 




945 


45 


980 


1.570 




471 


00 


377 


50,171 




13,562 


34 


39,515 


844 




168 


80 


3,246 


8 


dozen 


4 


64 





Maxwell 

Walsh 

Meleney & Giffin. . . 
Rix 

Williams & Fisher.. 
Farley & Gunnison. 

Phelps & Lewis.... 

Furey 

Ward 

Stewart & Coe 

Witherbee 

Patterson 

Caswell & Ryan. 

Kuttner 



$41,546 74 



37 



Schedules A, B and C. 

chased and Charged to the Special School Fund Supplies Account of 1902, 1903, and 
15, 1904- 







1904 
No. of 
Volumes, 


to 


January 


15- 

Cost. 


Total 
No. of 
Volumes. 


Total C 

1902 1 

January i 

Indus 


lost 




Cost. 


5, 1904, 
iive. 




$16,274 65 


17,517 






f6,940 86 


97,85a 




$36,790 


59 




4,829 SS 


11,158 






3.836 S8 


46,664 




1S.76S 


80 




146 16 


612 






95 40 


2,19* 




379 


62 




1,033 80 


140 






88 20 


5,509 




3.309 


60 




613 60 


121 






96 80 


3,559 




2,847 


20 




610 II 


180 dozen 




87 25 


U,l 


pkgs. 
dozen 


1,954 


66 


■' 


441 00 


275 






137 SO 


3,356 




1,523 


95 




113 10 


99 






29 70 


2,046 




613 


80 




10,173 85 


11,476 






3,794 45 


101,162 




27,530 


64 




649 20 


728 






152 88 


4,818 




970 


88 






85 dozen 




49 30 


93 


dozen 


53 


94 




75 20 










188 




75 


20 






100 






78 00 


100 




78 


00 






165 






66 00 


165 




66 


00 




$34.9*0 a2 


$ 


15,452 92 


267,610 


vols. 


$91,959 


88 














3,728 


dozen 


















3 


pkg». 







38 

The above figures may fairly be said to represent only the purchases made during 
1902, 1903 and 1904 for replenishing, in a number of instances the classes having 
been presumably supplied with full complements of the several books, the names of 
which are included in the above list. 

Books Dropped from the List. 
Brown's Grammar. 
In order to improve the somewhat multifarious and conglomerate character of the 
list of text-books that resulted from the consolidation of the different borough lists, it was 
perhaps wisely decided to eliminate certain books from the list for 1904. In the 
process of elimination it was not altogether the unexpected that happened. Attention 
has not been called to the dropping, if any, of books whose authors are in the employ of 
the Board of Education. Superintendent Maxwell's text-books in English have been 
retained, while Brown's have been discontinued. While it is not the province of this 
Division to pass upon the relative merits of the two sets of books, in regard to which 
there is understood to be a difference of opinion among teachers, it may be remarked 
that, in view of the circumstances under consideration, the probabilities of Dr. Maxwell's 
books being replaced by any other, however meritorious, are at least remote. 

It appears from information received, that in the year 1901 there were purchased 

Of Brown's " First Lines " 1,091 copies 

And of Brown's " Institutes of Grammar " 604 copies 

In 1902, of " First Lines " 4,45i copies 

And of the " Institutes " 3,414 copies 

And in 1903, of " First Lines " 4,229 copies 

And of the " Institutes " 1,312 copies 

Also, that in the first six months following the merging of the different borough 
lists in 1902, orders given to contractors for the Maxwell publications were as follows : 

Maxwell's " First Book in English " S,200 copies 

Maxwell's " Introductory Lessons in English " 2,350 copies 

Maxwell's "Advanced Lessons in English Grammar" i,752 copies 

Maxwell's "Primary Lessons in Language and Composition" 38 copies 

Maxwell and Smith's " Writings in English " 236 copies 

Total 9,576 copies 



As an instarice of the subtle influence that may be exerted in the interest of favored 
text books, as against others ori the approved list, carrying with it of necessity a tendency 
to eventually crowd the latter from the list, and that, as it might seem, without serious 
protest on the part of those profiting thereby, may be mentioned the volume published 
by the American Book Company containing the " Course of Study for Elementary 



39 

Schools, adopted by the Board of Education, New York City, May 27, 1903, with Sylla- 
buses as adopted by the Board of Superintendents, New York City, June 18, 1903 * * 
printed from the original forms," to which is appended " a graded list of text books auth- 
orized for use in the primary, grammar and evening schools of The City of New York." 
If reference be made to the list of text books in English composition and grammar it 
will be seen that Superintendent ]\Iaxwe]]"s book or books stand at the head of each of 
the sixteen separate lists designated as respectively appropriate for use in the sixteen 
different grades of the eight-year course in the elementary schools. This list, put forth 
by Dr. Maxwell's publishers in connection with a fac simile reproduction of the courses 
of study and syllabuses officially furnished principals and teachers, can hardly be in- 
terpreted by them otherwise than as indicating at least no unwillingness on the part of 
the Superintendent that his books should be given the preference. 

This under-the-law perfectly legitimate business enterprise on the part of his pub- 
lishers is not here cited with a view to casting any discredit upon Superintendent Max- 
well, who may be as sincerely opposed as any one to the exercise of undue influences 
in favor of his own, or the books of any other author, but rather to suggest how in- 
evitable it is that principals and teachers will be more or less influenced in one way and 
another in favor of books in which school officials are known to be interested. 

For instance, what more natural for those preparing a course of study than that 
they should even unconsciously make it more or less conformable to the peculiar re- 
quirements of text books of their own writing? And to whatever extent this should 
be done would it not necessarily follow that examinations for pupils and teachers 
would thereafter be framed more or less in accordance with the peculiar methods 
and phraseology of such books, rendering their use virtually a necessity to high rank 
or promotion? An imperfect illustration appears from information furnished to the 
effect that Miss E. L. Johnston, Principal of School 140, of Brooklyn, acted as chair- 
man of the committee charged with the duty of preparing the syllabus in English 
grammar. While it is probable that a better qualified or more efficient chairman for 
that committee could not have been found, the fact that she is one of the co-authors 
of that admittedly excellent text book. Maxwell and Johnston's School Composition, 
would, not unnaturally or improperly, tend toward the shaping of any course of study 
in English which she might help to formulate more or less in accordance with the 
peculiar matter and thought of that meritorious work. 

Although ostensibly the result of a general conference of principals and heads of 
departments of study, it would appear from statements of persons presumably familiar 
with the method of formulating the course of study that only certain principals were 
called into such conference, and that while some of them participated in outlining the 
scheme of study the majority of them were asked to participate merely in preparing 
the several syllabuses. 



40 

Spirit of the General School Law. 

It is no doubt a sense of the importance of affording the schools of the City the 
advantage of the best text books to be had, no matter who their authors may be, that 
has led to the exemption of authors of school books from the provisions of section 
1098 of the Charter, prohibiting school officials from having any interest in the fur- 
nishing of school supplies. This exception is perhaps the only one of the kind to be 
found in the Charter and would seem to be hardly in keeping with the spirit or letter 
of the general school law of the State, as evidenced by section 12, title 5, of the Con- 
solidated School Law, chapter 556, Laws of 1894. The section is as follows : 

" No school commissioner shall be directly or indirectlj' engaged in the business 
of a publisher of school books, maps or charts, or of a bookseller, or in the manufacture 
or sale of school apparatus or furniture ; nor shall he act as an agent for an author, 
publisher or bookseller, or dealer in school books, maps or charts, or manufacturer of 
or dealer in any school furniture or apparatus ; nor directlj^ or indirectly receive any 
gift, emolument, reward or promise of reward, for his influence in recommending or 
procuring the use of any book, map or chart, or school apparatus or funiture of any 
kind whatever, in any common or union free school, or the purchase of any books for a 
school district library. Any violation of this provision or any part thereof, shall be a 
misdemeanor; and any such violation shall subject such commissioner to removal from 
his office by the superintendent of public instruction." 

The only waj' out of this dilemma of choice between two evils, that of depriving 
the schools of desirable text books or of competent educators who may be their author^, 
and that of allowing school officers to be interested in the sale of such books, would 
seem to be either the outright sale and transfer, by officials and teachers, of any interest 
they may have in such books, which is said to have taken place in the case of Walsh's 
series of mathematics, or the surrender to the City of any roj-alties received from such 
books, as in the case of Professor Caswell.. 

Incidental Effects of Changes Made. 

As incidental to investigation being made as to the probable amount of school text 
books and other scholastic supplies, the discarding of which has been made necessary 
by the adoption of the new course of study, it has been learned that since the examina- 
tion by the Department of Finance was started, an order has been issued to the District 
Superintendents requiring them to visit each school and prepare complete inventories o£ 
the books and other supplies to be found in the school stock room. The grder, it 
seems, makes it obligatory upon District Superintendents to make their own examina- 
tion and report, irrespective of the records or any previous reports of the school prin- 
cipals. 

It may also be noted that the new plan of having contractors deliver books directly 
to the schools, instead of at the depository of supplies as formerh', will entail consid- 
erable additional expense, owing not only to the consequent necessity of additional 
auditing and bookkeeping, but also to the fact that contractors have deemed it necessary 



41 

to advance the price of books some two or three cents per volume to cover the extra 
cost of delivery. 

Mention may be here made of the fact that jobbers succeed in purchasing school 
books at a considerably lower figure than that at which they are furnished under con- 
tract with the City. This may be a necessary incident to the course-of trade, but it 
would seem that so large a purchaser as the City should enjoy the benefit of the lowest 
price at which a fair profit can be made by the publishers. 

Attention is also called to what seems to be the fact that, in apparent violation of a 
regulation of the Board, book contractors not only solicit patronage for their goods in 
prospectuses and letters sent to the principals, but that a personal canvass is sometimes 
made at the schools. Such practice is, of course, not to be countenanced. 

Respectfully, 
(Signed) JOHN S. CROSBY, 

ROBERT B. McINTYRE, 
;. „.._ Investigations Division. 



42 



SCHED 



Being a Detailed Stateinoit SJiou^ing the Number and Cost of Volumes of~Text Boo 

Bora 



Title of Book. 



No. on Text 
Book List, 

1902. 


] 

Manhattan and 
The Bronx. 


845 
846 

848 


1,468 
6,827 
2,514 
S.033 


850 


265 


121 

122 

123 

4.452 


264 
864 
414 


610 


12 


609 


477 



■Number of Volu 
Brooklyn. 



Maxwell & Smith's Writings in English 

Maxwell's First Book in English 

Maxwell's Advanced Lessons in English.... 
IMaxwell's Introductory Lessons in English. 
Maxwell & Johnson's School Composition.... 
Maxwell's Primary Lessons in Language and 
Composition 

Totals 

Walsh's Elementary Arithmetic, Part I 

Walsh's Intermediate Arithmetic, Part II.... 

Walsh's Higher Arithmetic, Part III 

Walsh's Teachers' Manual of Arithmetic... 

Totals 

Meleney & Giflin's Selected Words 

Meleney & Giffin's Dictation and Language 
Lessons 

Totals 

Rix's Songs of the School and the Flag 

Totals 

Elements of the Theory and Practice of 
Cookery, Williams & Fisher 

Totals 

Farley & Gunnison's First Steps, A. B 

Farley & Gunnison's First Steps, C. D' 

Farley & Gunnison's Standard Course, i, 2, 3, 

4. 5, 6 

Farley & Gunnison's Movement Course, i, 2. 
Farley & Gunnison's Alternate, i, 2, 3, 4, 

5. 6 

Farley & Gunnisoty's Short Course, i, 2, 3, 4^ 

5. 6 

Farley & Gunnison's Business and Social 

Forms, 1 and 2 

Farley & Gunnison's Intermediate Slant, 

1, 2, 3, 4, 5. 6 

Farley & Gunnison s Intermediate Slant, 

7 Movement 

Farley & Gunnison's Intermediate Slant, 

8 Business Forms 

Farley & Gunnison's Business Forms, No. i.. 
Farley & Gunnison's Practice Paper, i, 2, 3, 

4, 5, 6 

Totals 

Phelps & Lewis's Song Sheaf 

Totals 



2,273 



1,887 



550 
551 

552 
554 

555 

556 

557 

562 

562a 

562a 
563 

565 



72 



2,486 



203 doz. 
301 doz. 

281 doz. 



12^ doz. 

97 doz. 
766 doz. 

26 doz. 



1,561 
4.530 
2,430 
5,937 

706 



5,389 
6,993 
3,804 



2.524 



149 



60 doz. 
80 doz. 

90 doz. 



60 doz. 
50 doz. 



2,098 



43 



ULE "A." 



ks of Special Authorship Purchased During the Calendar Year 1902 in the Several 
tighs. 



mes Ordered, 1902. 



Total, 
Queens. Richmond. All Boroughs. 



Contract 

Cost 
per Vol. 



Total Cost of 
Total Books by- 

Cost. Authors' Names. 



1,663 
1,259 
1,600 



239 
193 
254 



3.029 
13.259 

6,396 
12,824 



%o 60 
32 



$1,817 40 
4,242 88 
3,070 08 
4,103 68 



450 



278 



1,421 



1,436 


266 


1,306 


248 


100 


80 



50 



36.929 



7,355 
9,410 
4,398 



21,163 



290 

477 



767 



3.646 



3,646 



25 

29 

55 

I 12 



60 



fi.838 75 

2,728 90 

2,418 90 

113 12 



$52 20 
85 86 



$2,187 60 



$13,575 08 



7,099 67 



138 06 



2,187 60 



36 



8 doz. 



3 doz. 
34 doz. 



2,671 



$2,136 80 



2,671 



271 doz. 
381 doz. 

371 doz. 



189 doz. 

150 doz. 

800 doz. 

26 doz. 



2,188 doz. 





so doz. 
60 doz. 


$135 50 
228 60 


1 


80 doz. 
00 doz. 

80 doz. 


296 80 




60 doz. 


113 40 


1 


00 doz. 


150 00 




40 doz. 


320 00 




50 doz. 


13 00 




50 doz. 




1 


00 




* 


30 





2,136 80 



i>2S7 30 



45 



$945 45 



945 45 



'Per 500 sheets. 



44 



Title of Book. 



No. on Text 
Book List, 



Manhattan and 
The Bronx. 



-NuTiber of Volumes 



Brooklyn. 



Patterson's Elements of Grammar and Com- 
position 866 

Recreation Songs (Furey) 2,253 

Totals 

Ward's Rational Method in Reading, Part" 

1 3.416 

Ward's Rational Method in Reading, Part 

II 3.417 

Ward's Rational Method in Reading, Complete 3.418 

Ward's Rational Method in Reading, Part 

I., First Reader 3,419 

Ward's Rational Method in Reading, Part 

II., First Reader 3,420 

Ward's Rational Method in Reading, Com- 
plete, First Reader 3,421 

Ward's Rational Method in Reading, Part 

I., Second Reader 3,422 

Ward's Rational Method in Reading, Part 

II., Second Reader 3,423 

Ward's Rational Method in Reading, Com- 
plete, Second Reader 3.424 

Ward's Rational Method in Reading, Com- 
plete. Third Reader 3.430 

Ward's Phonetic Cards, set One ^ 3,426 

Ward's Phonetic Cards, set Two 3,427 

Ward's Phonetic Cards, set Three 3,428 

Ward's Manual of Instructions 3,429 

Totals 

Stewart & Coe's First Days in School 3,377 

Totals 

Witherbee's Common Sense Copy Books, i, 

I ^. 25^. 3. 354, 4, S, 6 509 

Totals 



463 



84 



33 



S.624 

5.003 
2,448 

4.430 

3.023 

6,233 

3.0IS 
3,022 

4,633 

4,947 
348 
324 
239 
281 



646 



1902. 



No. of 
Volumes. 



Author. 



Total Cost of 

Books by 

Authors' Names. 



36,929 

21,163 

767 

3.646 

2,671 

2,ir 

2,101 

1.570 

50,171 

844 

8 dozen 



dozen 



Maxwell $13,575 08 

Walsh 7,099 67 

Meleney & Giffin 138 06 

Rix 2,187 60 

Williams & Fisher 2,136 80 

Farley & Gunnison 1,257 30 

Phelps & Lewis 945 45 

Furey 471 00 

Ward 13,562 34 

Stewart & Coe 168 80 

Witherbee 4 64 



11.546 74 



45 







Total, 
All Boroughs. 


Contract 

Cost 
per Vol. 


Total 
Cost. 


Total Cost of 
Books by 
Authors' Names. 


Queens. 


Richmond. 






I.S70 


So. 40 
30 


$471 00 


*47i 00 




1,570 








S.624 


18 


$1,012 32 




1,629 


"■673 


5,003 
5,213 


20 
30 


1,000 60 
1,563 90 








4,430 


18 


797 40 








3,023 


20 


604 60 




I.3SI 


479 


8,147 


30 


2,444 10 






^ 


3,015 


20 


603 00 








3,022 


24 


725 28 




717 


410 


5,762 


37 


2,131 94 




388 

12 


325 

8 

10 

8 

6 


5,662 
357 
334 
247 
332 


40 
30 
40 
30 
30 


2,264 80 

107 10 

133 60 

74 10 

99 60 


13,562 34 




50,171 






8 doz. 


844 
844 


20 

58 doz. 


$168 80 
$4 64 


168 80 




8 doz. 


4 64 




8 doz. 




$41,546 74 



46 



SCHED 



Being a Detailed Statement Shozving the Number and Cost of Volumes of Text Boo 

Boro 



Title of Book, 



No. on Text 

Book List, 

1903. 


] 

Manhattan and 
The Bronx. 


4,215 
386 
388 
387 
390 
308 


1,046 
5.479 
6,908 
10,01 1 
6,271 
964 


389 


835 


74 

11 


1,162 
1,288 
1.474 


292 


578 


752 


170 



•Number of Yo\\x 
Brooklyn. 



Maxwell & Smith's Writings in English.... 

Maxwell's First Book in English 

Maxwell's Advanced Lessons in English 

Maxwell's Introductory Lessons in English. . . . 
Maxwell & Johnston's School Composition.... 
Maxwell's The Student's Standard vSpeller. . . . 
Maxwell's Primary Lessons in Language and 
Composition 

Totals 

Walsh's Elementary Arithmetic, Part I 

Walsh's Intermediate Arithmetic, Part II.... 
Walsh's Higher Arithmetic, Part III 

Totals 

Meleney & Giffin's Selected Words 

Totals 

Rix's Songs of the School and the Flag 

Totals 

Elements of the Theory and Practice of 
Cookery, Williams and Fisher 

Totals 

Farley & Gunnison's First Steps, A. B 

Farley & Gunnison's First Steps, C. D. 

Farley & Gunnison's Standard Course, i, 2, 3, 

4. S. 6 

Farley & Gvinnison's Movement Course, i 

and 2 

Farley & Gupnison's Alternate, i, 2, 3, 4, 

5, 6 

Farley & Gunnison's Short Course, i, a, 3, 4, 

S, 6 

Farley & Gunnison's Business and Social 

Forms, 1 , 2 

Farley & Gunnison's Intermediate Slant, 

I, 2, 3, 4, 5, 6 

Farley & Gunnison's Practice Paper, i, 2, 3, 

4, S, 6 

Totals 

Phelps & Lewis's Song Sheaf 

Totals 

Patterson's Elements of Grammar and Com- 
position 

Totals 

Recreation Songs (Furey) 

Totals 

Ward's Rational Method in Reading, Part 
I., Primer 



614 



642 



738 



1,607 



698 



240 

241 


1 7 doz. 
102 doz. 


242 


161 doz. 


243 


97 doz. 


24s 


92 doz. 


246 


45 doz. 


247 




252 


464 doz. 


257 


3 Pkgs. 



1.654 



55 
1,908 
3,051 
3.938 

55 



362 



3.297 
4,129 
1,729 


IS 


1.553 



69 



6 doz. 
120 doz. 



980 



17s 



376 



47 



ULE "B." 



ks of Special Authorship Purchased During the Calendar Year 1903 in the Several 
iiffhs. 



nies Ordered, 1903. 

Queens. Richmond. 


Total, 
_ All Borou! 


?lis. 


Contract 

Cost 
per Vol. 


Total 
Cost. 


Total Cost of 
Books by 
Authors' Names. 


12s 

583 

520 

468 

792 


1,226 

7,970 

10,479 

14,417 

7,118 

965 




$0 


- 60 
32 
48 
32 
40 
21 


$735 60 
2,550 40 
5,029 92 
4,613 44 
2,847 20 
202 65 




34 


1,231 






24 


295 44 


$16,274 65 




43,406 




720 

373 

171 


5,179 
5,790 
3,374 






25 
29 

55 

18 
60 


$1,294 75 
1,679 10 
1,855 70 


4.829 55 




14,343 


$146 16 


219 


812 


146 16 




812 


$1,033 80 




1,723 


1,033 80 




1.723 






767 

767 

21 doz. 
108 doz. 




80 

40 doz. 
50 doz. 


$613 60 


613 60 


4 doz. 


$8 40 
54 00 


4 doz. 


285 doz. 




63 doz. 


179 55 






lOI ' 


doz. 




80 doz. 


80 80 






92 


doz. 




(>■>, doz. 


57 <i(> 






45' 


doz. 




50 doz. 
90 doz. 


22 50 






515 ' 


doz. 




40 doz. 


206 00 






3 


pkgs. 

doz. 7 
pkgs. J 




30 pkgs. 
45 

40 
30 


90 


610 II 


> . • . «^ 


$441 00 




980 
980 






$75 20 






188 






188 


$113 10 


75 20 




Z77 






Z77 






S64 


6,189 






18 


$1,114 02 





48 



Title of Book. 



No. on Text 

Book List, Manhattan and 
1903. The Bronx. 



Number of Volumes 



Brooklyn. 



Ward's Rational Method in Reading, Part 
II 

Ward's Rational Method in Reading, Com- 
plete 

Ward's Rational Method in Reading, Part 
I., First Reader 

Ward's Rational Method in Reading, Part 
II., First Reader 

Ward's Rational Method in Reading, Com- 
plete 

Ward's Rational Method in Reading, Part 
I., Second Reader 

Ward's Rational Method in Reading, Part 
II., Second Reader 

Ward's Rational Method in Reading, Com- 
plete 

Ward's Rational Method in Reading, Third 
Reader, Complete 

Ward's Phonetic Cards, Set One 

Ward's Phonetic Cards, Set Two 

Ward's Phonetic Cards, Set Three 

Ward's Manual of Instructions 

Totals 

Stewart & Coe's First Days in School -. . . . 

Totals 



1,608 


1.774 


2,412 


1,609 


1,640 


1,497 


1,610 


1. 174 


1,650 


1,611 


1,384 


1,803 


1,612 


1,512 


2,90s 


i>6i3 


1,002 


1,596 


1,614 


874 


1,232 


1,615 


879 


2,762 


1,616 
1,617 
i,6i8 
1,619 
1,620 


829 
386 

464 


2,970 
197 

51 



1,776 



2,878 



318 



1903. 



No. of 
Volumes. 



43,406 

14,343 

812 

1,723 

767 

1,267 

3 

980 

188 

377 

39,515 

3,246 



doz. 
pkgs. 



Author. 



Maxwell 

Walsh 

Meleney & Giffin... 
Rix 

Williams and Fisher 

Farley & Gunnison.. 

Phelps & Lewis 

Patterson 

Furey 

Ward 

Stewart & Coe 



Total Cost of 


Books by 


Authors' N 


ames. 


$16,274 


65 


4,829 


55 


146 


16 


1,033 


80 


613 


60 


610 


11 


441 


00 


75 


20 


113 


10 


10,173 


85 


649 


20 


$34,960 


22 



49 



OrUt-red, 1903. Contract Total Cost of 

Total, Cost Total Books by 

Queens. Richmond. All Boroughs. per Vol. Cost. Authors' Names. 

438 4,624 $0 20 S924 80 

27s 3.412 30 1,023 60 

339 3.163 18 569 34 

293 3,480 20 696 00 

299 4,716 30 1.414 80 

170 2,768 20 553 60 

182 2,288 24 549 12 

3,641 37 1.347 17 

313 4,112 40 1,644 80 

15 598 30 179 40 



524 


39.515 


3,246 



3.246 



40 
30 
30 



$649 20 



$10,173 85 

649 20 
$34,960 22 



50 



SCHED 

Being a Detailed Stateinciit Sho-wiiig the Number and Cost of I'ohnnes of Text Boo 

Bora 



Title of Book. 



-Number of \ o!u 



No. on Text 

Book List, Manhattan and 

1904. The Bronx. Brooklyn. 



Maxwell & Smith's Writings in English 

Maxwell's First Book in English 

IMaxwell's Advanced Lessons in English 

Maxwell's Introductory Lessons in English.. 
Maxwell & Johnston's School Composition.... 

Totals 

Kutlntr's German Conversation Course 

Totals 

Walsh's New Primary Arithmetic 

Walsh's New Grammar School Arithmetic, 

Part I 

Walsh's New Grammar School Arithmetic, 

Part II 

Walsh's New Grammar School Arithmetic. 

Part III 

Walsh's ^latheniatics, Common Schools, 

Book I 

Walsh's Mathematics, Common Schools, 

Book 2 ; 

Walsh's Mathematics, Common Schools, 

Book 3 

Totals 

Meleney & Giffen's Selected Words, Part I . . . 
Meleney & Giffen's Selected Words, Part II. . 

Totals 

Rix's Songs of the School and the Flag. . . . 
Totals 

Elements of the Theory and Practice of 
Cookery, Williams & Fisher 

Totals 

Caswell & Ryan's Time and Tune Book No. 2. 
Caswell & Ryan's The Barcarolle 

Totals 

Farley & Gunnison's First Steps, A. B 

Farley & Gunnison's Standard Course, i, 2, 3, 

4, 5, 6 

Farley & Gunnison's Movement Course, i 

and 2 

Farley & Gunnison's Intermediate Slant, 

1, 2, 3, 4. 5. 6 •• 

Farley & Gunnison's Intermediate Slant, 

8 Bvisiness Forms 

Farley & Gunnison's Practice Paper, i, 2, 3, 

4. 5, 6 

Totals 



2,287 


300 


215 


204 


1,296 


737 


205 


2,786 


886 


206 


5.413 


1,603 


207 


2,939 


1,276 



489 
3.410 



164 





-^ 




430 


1,004 


1,276 


431 


1,782 


2,275 


432 


1,246 


1. 194 


433 


415 


172 


427 


60 


42 


428 


453 


925 


429 




206 


1,560 
1,561 


84 
480 


■ ■ ■ '48 



86 


21 doz. 


88 


15 doz. 


89 


12 doz. 


93 


112 doz. 


95 


9 doz. 


97 


1 1 pkgs. 



128 



69 



*To January 15. inclusive, of the year 1904. 



51 

ULE " C." 

ks of Special Authorship Purchased in the Year 1904 {to January 15) in the Several 
Uiihs. 



Contract 

Total, Cost - 

Queens. Richmond. All Boroughs. per Vol. 



Total Cost of 
Total Books by 

Cost. Authors' Names. 



42 



515 
2.07s 
3,672 
7,016 
4.239 



17.517 



165 

2,370 

4,057 

2,440 

587 

102 

1,396 

206 



11,158 



84 
528 



!o 63 
50 


$324 

684 

1,836 


45 
75 
00 


33 
42 


2,315 
1,780 


28 
38 



63 



78 
78 



$66 00 



26 


$616 20 


34 


1,379 38 


39 


951 60 


56 


328 72 


26 


26 52 


30 


418 80 


56 


115 36 


13 
16 


$10 92 

84 48 



$96 80 



$78 00 



5,940 86 



3,836 58 



95 40 



96 80 



78 00 



21 doz. 


42 doz. 


$8 82 


I s doz. 


65 doz. 


9 75 


12 doz. 


82 doz. 


9 84 


112 doz. 


42 doz. 


47 04 


9 doz. 


92 doz. 


8 28 


II pkgs. 


**32 


3 52 



(169 doz. } 
I 1 1 pkgs. I 



87 25 



*Per package of 500 sheets. 



52 



No. on Text Number of Volumes 

Title of Book. Book List, Manhattan and 

1904. The Bronx. Brooklyn. 



Recreation Songs (Furey) 573 46 

Totals 



Phelps & Lewis's Song Sheaf 570 275 

Totals 

Ward's Rational Method in Reading, Com- 
plete, Primer 797 . 1,235 3,357 

Ward's Rational Method in Reading, Com- 
plete, First Reader 798 952 i,973 

Ward's Rational Method in Reading, Com- 
- plete. Second Reader 799 403 1.642 

Ward's Rational Method in Reading, Com- 
plete. Third Reader 800 231 788 

Ward's Rational Method in Reading, Com- 
plete, Fourth Reader 

Ward's Phonetic Cards, Set One 

Ward's Phonetic Cards, Set Two 

Ward's Phonetic Cards, Set Three 

Ward's ^Manual of Instructions 

Totals 

Stewart & Coe's First Days in School 

Totals 



801 


121 


286 


802 


47 


35 


803 


37 


34 


804 


18 


33 


805 


188 


59 



Witherbee's Common Sense Copy Books. ... 132 3 doz. 80 do/. 
Totals 



No. of Author 

Volumes. 



Total Cost of 


Books by 


Authors' Names. 


$6,940 


86 


66 


00 


3.836 


58 


95 


40 


88 


20 


96 


80 


7S 


00 


87 


25 


29 


70 


137 


50 


3.794 


4.S 


152 


88 


49 


30 



17,517 Maxwell 

165 Kuttner 

11,158 Walsh .. 

612 Meleney & Giffin... 

140 Rix 

121 Williams & Fisher. . 

100 Caswell & Ryan... 

169 doz. I pg^j ^^ Gunnison. 
1 1 pkgs. 5 

99 Furey 

275 Phelps & Lewis. . . . 

11,476 Ward 

728 Stewart & Coe. . . . 

85 doz. Witherbee 



53 



' 




All 


Total, 
Boroughs. 


Contract 

Cost 
per Vol. 


Total 
Cost. 


Total Cost of 
Books by 
Authors' Names. 


Queens. 


Richmond. 




: : : X : 




99 


So 30 
50 

30 

30 

38 

41 

45 
31 
41 
31 
31 

21 

58 doz. 


$29 70 


$29 70 






99 


$137 50 






275 


137 SO 






275 


$1,377 60 

877 50 

784 32 

424 35 

183 IS 
2S 42 

2Q I I 
15 81 

n 19 


19 
16 

2 




4.592 
2.925 
2,064 
1.035 

407 
82 
71 
51 

249 


3.794 45 






11,476 


$152 88 






728 • 


152 88 






728 

85 doz. 
8s doz. 


$49 30 










$15,452 92 



REPORT NO. 4. 

Sewing in the Elementary Schools — Cost of Supervision and of the Haterials Used 
— An Expensive Adjunct of the School System. 

Hon. Edward M. Grout, Comptroller: 

Sir — In complinace with your instructions to investigate the teaching of sewing in 
the elemetary schools of the City from the viewpoint of possible economies, I beg to 
submit the following report : 

Sewing is taught in all grades in the elementary schools of the City, beginning 
with Class lA and including Class 8B. In order to make out an eight years' course in 
this branch it has been necessary to introduce a large amount of technical work that 
does not belong in an elementary course. This overloading of the course of study has 
made it necessary to provide a large corps of special teachers, most of whom could be 
dispensed with if the course were restricted within legitimate bounds and special 
supervision were confined to teachers who need extra help. 

'I'he Consolidated School Law specifies reading, spelling, writing, arithmetic, 
English grammar and geography as the common branches which must be included in the 
course of instruction legally required of every child between eight and sixteen years of 
age. It also provides for a course in physiology and hygiene, including the nature of 
alcoholic drinks and other narcotics, which must be taught as thoroughly as the other 
branches in all schools under state control, and specifies that the Board of Education 
in each citj- in the State shall provide free instruction in industrial or free-hand draw- 
ing in the schools under its charge, unless excused therefrom by the Superintendent of 
Public Instruction. In addition to these branches the statute authorizes ihe Board of 
Education in each city to provide instruction in vocal music, and to establish and main- 
tain departments f^r manual training for teaching and illustrating the manual or indus- 
trial arts. 

The Curriculum in New York City. 

Under section 1084 of the Charter the Board of Education of New York City has 
power, upon the written recommendation of the Board of Superintendents, to adopt 
and modify courses of study for all schools under its supervision. Besides the six- 
common school branches, physiology and hygiene, and drawing, which are made obliga- 
tory under the law, the curriculum for the elementary schools of the City includes 
phj'sical training, nature study or elementary science, shop-work, sewing, cooking, 



55 

ethics, algebra, geometry, civics and an elective course in German, French, Latin or 
stenography. 

Course of Study in Sewing. 

The new course of study laid down by the Board of Education, published May 27, 
1903, contains a full eight years' course in sewing and construction work, commencing 
with Class lA and including Class 8B. Although sewing has just been introduced into 
the schools of Queens and Richmond, and was not made a part of the regular work in 
Brooklyn until 1896, it is not an innovation in the Boroughs of Manhattan and The 
Bronx. For twenty-five years at least sewing has been permitted in certain classes in 
Manhattan. The manual of the Board of Education, revised and published in 1884, 
includes instruction in sewing as part of the regular course in the second half of the 
second year and in all of the third year. It also specifies that such instruction may bo 
given in the female grammar schools. 

The work of the first three years, during which the instruction is given to both 
boys and girls, is called sewing and construction work. In the first year the work 
consists of simple and double knotting and looping of coarse cable cords and cotton 
lacers, and applications of the same. In the second year sewing proper is introduced in 
the form of large stitches on canvas, double chain stitching in cord or rafifia (a coarse 
palm fibre from Madagascar), buttonhole looping and fancy knotting. In this year 
drills in the use of the needle and thimble are given. In the third year cord and raffia 
work are continued, simple braiding and weaving are introduced, the sewing of seams 
and the joining of two pieces of cloth are taken up, and instruction is given on fibres 
and textiles. Looms are introduced and simple lessons in weaving are given. 

Fourth, Fifth and Sixth Years. 

Commencing at Grade 4A, the sewing is separated in the course of study from that 
of constructive work and called simply sewing, and it is noted that in mixed classes, 
while girls are engaged in sewing, boys receive instruction in constructive work, which 
is entirely different in its nature from sewing. The course of work for the grades 
through Grade 6B consists in the preparation of small garments, mending, repairing 
garments, designing, drafting and sewing, cutting and making small garments, estimating 
quantity of material in the preparation of garments, drafting to scale and applied 
designs. During the course in these grades the garments made are not of full size, but 
are models in miniature, as it is not considered advisable to provide the material 
necessary for the making of full-sized garments. 

Seventh and Eighth Years. 

In Grades 7A to 8B, inclusive, advanced sewing is pursued by girls in schools not 
provided with kitchens. This consists of drafting and making full-sized garments, the 
material for which is often provided by the students. In these years instruction is 
given in the use of bought patterns; also in making designs for decorating garments, 
matching and joining embroidery and lace, placing whalebones, rolling and whipping 



56 

ruffles, making facings, pipings, folds, small tight-fitting lined waists and small gored 
lined skirts. 

Supervision of the Work. 

Under sections 1079 and 1085 of the Charter (both of which are new under the 
revision of 1901), the Board of Education has power to appoint such directors of spe- 
cial branches as it deems necessary, no person being eligible for election as a director 
of such branch who is not a college or university graduate, a graduate from a course 
of professional training in the special branch which she is to supervise or teach, and a 
teacher of that special branch with at least three years' successful experience. The 
directors of sewing act as advisers to the Board of Superintendents, to the district 
superintendents, and to the principal, with regard to all matters relating to their special 
branch, and as instructors to the special teachers under their charge. The Board of 
Education also has power to appoint special teachers of this branch who shall visit 
the classes in the schools to which they are assigned, inspect the sewing, give model 
lessons, and direct the instruction of the regular teachers. At present, two directors 
and fifty-four special teachers are employed to supervise the sewing work in the vari- 
ous schools throughout the City. 

Cost of Supervision. 
Manhattan and The Bronx — 

I Director $2,500 00 

29 Special Teachers, at $1,200 a year 34,8oo 00 

I Special Teacher 1,100 00 

3 Special Teachers, at $1,000 a year 3,ooo 00 

3 Special Teachers, at $900 a year 2,700 00 

Brooklyn and Queens — • 

I Director 2,500 00 

10 Special Teachers, at $1,200 a year 12,000 00 

3 Special Teachers, at $1,100 a year 3.300 00 

I Special Teacher i ,000 00 

3 Special Teachers, at $900 a year 2.700 00 

Richmond — 

I Special Teacher 900 00 

Total $66,500 00 

f - 

Time Given to Sewing. 

The time allotted to sewing is sixty minutes per week in all classes from lA to 6B 
inclusive, and eighty minutes per week in the classes from 7A to SB inclusive. So 
much time is required to distribute and collect sewing materials that it is customary 
to use the full time allotted to this subject per week for one sixty or eighty minute 



57 

lesson rather than to divide it into several shorter periods. Teachers say it is quite 
the usual thing to run over time in the sewing lesson. The following table shows the 
time allotted to this subject in each j^ear, as compared with that given to the so-called 
essentials : 

Time Schedule on the Basis of 1,500 Minutes Per Week. 



, Years. ^ 

First. Second. Third. Fourth. Fifth. Sixth. Seventh. Eighth. 

Sewing 60 60 60 60 60 60 80 80 

Penmanship .. 100 125 125 75 75 75 

Mathematics . 120 150 150 150 150 200 200 160 

English 450 510 450 375 375 375 360 320 



Purpose of the Work. 

The introduction to the Syllabus for Sewing and Constructive Work says : " The 
aim of all this work is to strengthen the mind and the hand by exercises entirely within 
the limits of the child's proper activities and to give him a training which will develop 
a power to think and to do. 

" In the higher grades a knowledge of drafting and garment-making will fit 
the girl for the practical problems of life and give her ability to solve many domestic 
problems. The aesthetic, as well as the utilitarian value of sewing should be recog- 
nized. The child should combine her skill in stitches, knowledge of design, love for 
the beautiful, and her active interest in doing, by making something that will show the 
application of art to needle-work." 

Cost of Materials. 
In attempting to arrive at an estimate of the cost of supplies used in the work 
laid down in the course of study, recourse was had to the records of the supply 
department of the Board of Education. As has been explained in the report of the 
Investigations Division covering the 1903 record of the purchase of supplies, no state- 
ment could be procured of the actual quantities delivered to the schools upon requisi- 
tions from principals. Consequently, in this case as in all others, where reference is 
made to supplies used in connection with the several branches of study, it has been 
found necessary to use the tabulations prepared by the Examiners of the Finance 
Department. In arriving at the probable quantities and cost of sewing materials con- 
sumed in the schools during the year 1903, your Examiners have compiled figures 
showing the total quantities of the several kinds of goods ordered from contractors 
during the year 1903. To these figures have been added the stock on hand on December 
31, 1902, and from the total of these two there have been deducted the quantities 
shown to have been in stock by the Board of Education inventory on December 31, 



58 

1903. The hgures covering the quantities and cost of sewing materials thus arrived at 

are here given : 

• 

Approximate Quantity and Cost of Materials Used in Connection icitli flic Course of 
Instruction in Setting in the Day and Evening Elementary Schools During the 
Calendar Year 1903. Cost Calculated at 1903 Contract Prices. 



J)tscription of Goods. 



Ouantity. 



Unit. 



Unit Price. 



Total Cost. 



Boards, cutting 

Bobbins, linen 

Bones, dress, 8-inch 

Buttons, porcelain, small 

Buttons, porcelain, large 

Buttons, small, pearl 

Buttons, shoe 

Calico, assorted colors, 36 inches wide 

Cambric, Lonsdale, 36 inches wide.... 

Cards, cream white, plain 

Cashmere, red, tan and blue, 36 inches 
wide 

Cotton, white, Nos. 40 to 80, in- 
clusive 

Cotton, black. No. 40 

Cotton, light olive. No. 40 

Cotton, gray. No. 60 

Cotton, light cardinal. No. 40 

Cotton, blue. No. 40 

Cotton, darning, white 

Cotton, crochet. No. 80 

Cotton, unbleached, darning 

Cotton, assorted colors 

Cushions, emery 

Damask, bleached, 64 inches wide.... 

Dress goods, cotton and wool 

Envelopes, 7J^ by 11 54 inches 

Embroidery edging 

Filoselle 

Flannel, cotton shaker, 28 inches wide 

Flannel, cotton and wool, 27 inches 
wide 

Flannel, outing, plain and colored.... 

Flannel, striped, assorted patterns, 29 
inches wide 

Gingham, small blue and white check, 
27 inches wide 

Gingham, small pink and white check, 
27 inches wide 

Gingham, blue and white stripe, 27 
inches wide 

Gingham, pink and white stripe, 27 
inches wide 

Gingham, plain, blue, pink and green. 

Hooks and eyes, white, assorted sizes. 

Huck, white linen, 18 inches wide.... 

Lawn, apron, 40 inches wide 

Looms for weaving, Hooper's Colonial 

Measures, muslin tape 

Muslin, half-bleached, 36 inches wide. 

Muslin, white, for working button- 
holes, 30 inches wide 

Needles, darners. No. s 

Needles, coarse darning, sYz inches 
long 

Needles, Milward's, Nos. 5 to 10.... 3, 

Needles, Blood's, Nos. s to 10 

Needles, James Smith's, No. 21 (wor- 
sted needles) 

Pins 

Ribbon, binding, gray 

Scissors, 3-inch, blunt 

Scissors, 5-inch, blunt 

Scissors, sharp pointed, 5-inch 



366 


Each 


$1 50 


$549 00 


I,658J4 


Doz. pieces 


10 


165 87 


886 


Doz. 


°s , 


44 30 


441 J^ 


Gross 


04 K 


18 77 


502 


Gross 


07 


35 14 


3.137 


Doz. 


03 i-s 


100 38 


14s 


Great gross 


38 . 


55 10 


10,638^ 


Yard 


oS'A 


877 70 


3,69454 


Yard 


10 


369 48 


55.800 


1,000 


72/2 


41 56 


i,505M 


Yard 


27 


406 55 


3,999 5-12 


Doz. 


445/i 


1,784 74 


326 K2 


Doz. 


44^ 


145 70 


74 


Doz. 


445^ 


23 02 


291 


Doz. 


44 §^8 


129 86 


1,119^ 


Doz. 


aaVs. 


499 57 


1. 174 


Doz. 


44^ 


523 89 


186 1-6 


Doz. 


14M 


27 46 


134 11-12 


Box 


31 


41 82 


14s 


Doz. 


14^ 


21 39 


126 


Doz. 


44^ 


56 33 


96 


Gross 


2 74 


263 04 


472 


Yard 


418 


197 30 


3.688^ 


Yard 


18 


663 93 


430,400 


1,000 


5 33 


2,294 03 


1,015 


Yard 


03 -)4 


38 06 


902 


Doz. 


26 


1,234 52 


2,726 


Yard 


048 


130 82 


2,501 


Yard 


23 , 


575 J3 


70234 


Yard 


07/<J 


509 49 


2,238J4 


Yard 


074 


165 67 


6,308 


Yard 


0798 


503 38 


2,470^4 


Yard 


0798 


197 I.' 


I,822J4 


Yard 


079S 


145 42 


1,4315^ 


Yard 


079S 


114 2Z 


22,923 


Yard 


0798 


1,829 26 


244 


Doz. cards 


10 


24 40 


1.656^ 


Yard 


1 1 


182 24 


6,027 


Yard 


07 


421 89 


1,213 


Each 


30 


363 90 


1,983 


Doz. 


19M 


391 64 


13,672 


Yard 


0723 


988 49 


6,494 


Yard 


07/2 


487 05 


1,973 


Paper of 25 


02 


39 46 


11,450 


1,000 


I 68 


19 24 


082,525 


1,000 


1 07 


3,298 30 


40,950 


1,000 


99 


40 54 


9,113 


Paper 


03 1-3 


303 77 


1,097 


Doz. papers 


32 


351 04 


92s 


Piece 


08 


74 00 


383^2 


Doz. 


97 


372 00 


481 5-12 


Doz. 


9 5 


457 34 


3,311 5-6 


Doz. 


I 76 


5,828 83 



59 



Description of Goods. 



Quantity. 



Uiiit. Unit Price. 



I otal Cost 



Scissors, for working buttonholes 1527-12 Doz. $1 35 

Shears 73 5-6 Doz. 275 

Sewing designs, elementary, Nos. i 

and 2 1,712 Square yard 15 

Sewing designs, elementary, Nos. 3, 

4 and 5 2,144 Square yard 20 

Sewing designs, elementary, No. 3, on 

linen 169 Square yard 40 

Silesia, gray, for waist lining 4,3412-3 Yard 0799 

Silk, white twist, best quality 4561-3 Doz. 20- 

Silk, colored twist, best quality, as- 
sorted colors 322 5-6 Doz. 20 

Silk, sewing, best quality, assorted 

colors 55 7-12 Doz. 64 

Stiletto (bone) 4^ Doz. 09^4 

Stockinette 320}^ Yard 43 

Tape, white twilled 7.019 Piece 01 

Thimbles, German silver, 4 to 9 1,501 19-24 Gross 2 2554 

Tracers 574 Each 02^4 

Thread, black linen, No. 25 9611-12 Doz. 75 

Worsted, assorted colors 837^ Lb. 1 09 

Stamped squares 20 Pkg. 27 

Total 



I205 99 
203 04 

256 80 

428 80 



67 60 

^46 89 


91 


27 


64 56 


35 


57 


13 


40 
78 


70 
3,386 

15 

■J2 


19 
54 
78 
68 


gi2 


87 


5 


40 



$33,611 42 



From these figures it will appear that the sewing materials used during the year 
1903 cost approximately $33,611.42, but as some of the materials used in the ele- 
mentary schools are also used in the vacation schools no exact calculation can be made 
as to the cost of supplies used in the elementary schools alone. In preparing the 
statement showing the amount of purchases during the year 1903 no separation of 
the supplies for the vacation schools was made, it being customary for the Superin- 
tendent in charge of the vacation schools to order from the regular supply list such 
sewing materials as may be used in these schools. 

The New Course More Expensive. 
The quantity of sewing material used during the year 1903 ($33,611.42) is con- 
siderably less than the amount required by the new course of study, which did not 
go into efifect until September of that year. The annual cost of such material, under 
the new course is estimated at more than $50,000 per year. This estimate is based 
upon data given in an official communication issued to principals in December, 1903, 
by Mrs. Annie L. Jessup, Director of Sewing and Construction Work in Manhattan, 
The Bronx and Richmond. This communication contains a list of materials required 
to equip a class of fifty pupils in each of the eight grades for a year's work. It is the 
list from which principals order their supplies, and each item is numbered and has its 
cost given. 

Materials Required for a Class of Fifty Children. 

Total cost for first year $5 02 

Total cost for second year 8 64 

Total cost for third year 8 68 

Total cost for fourth year 8 05 



6o 

Total cost for fifth year $8 oo 

Total cost for sixth year 8 70 

Total cost for seventh year 10 69 

Total cost for eighth year 8 j-, 

Total cost for eight years $66 53 

Average cost per class per j^ear $8 32 

Average cost per pupil per year 161/2 

This does not include the cost of the looms in the third grade, and it should 
be noted that scissors and thimbles last more than one year, and manilla envelopes 
more than one term. 

As there are 513,000 pupils enrolled in the elementary schools all of whom in the 
first three years take the work in sewing, together with girls in all grades, except- 
ing those in the seventh and eighth years, who choose cooking instead, it would 
be very conservative to estimate that 300,000 pupils receive instruction in this branch. 
The cost of sewing material for this number of pupils at 16;/^ cents per pupil would 
approximate $50,000. 

Total Cost Per Year. 

Cost of supervision $66,500 00 

Cost of material (1903) 33,6ir 42 

Total $100,1 1 1 42 



Course of Study Too Extensive. 
An examination of the new eight years' course in sewing quickly discloses that 
it is too elaborate for the common schools. The use of the needle is not of sufficient 
relative importance to merit so much time and attention. The course of study for 
the elementary schools, adopted by the Board of Education last year, calls for only 
six years in penmanship, four years in geography, four years in history and seven 
years in arithmetic, but sewing has attention through the full eight years. Even 
reading, which is conceded to be the most important subject in the curriculum, is 
not taught as such after the fifth grade, it being generally admitted that four or five 
years should be sufficient to teach a child how to read. After that, in the higher 
grades, he uses the printed word as an instrument for acquiring knowledge in history, 
geography, literature and science. 

Plain Sewing Enough. 

The school life of the average child is only about five years, and it must be 

conceded that we cannot teach everything in so short a period, and, even if we could, 

there are some things which can be learned much better in the home, the trade school 

or the practical workshops of the world. The purpose of sewing in the elementary 



school is to teach the child the use of the needle and not to train seamstresses and 
dressmakers, and it would seem that four or five years should be time enough to 
accomplish this result. At most, instruction in sewing should not be continued after 
the sixth school year. 

It will be seen from the analysis which follows that the course of study as 
outlined naturally divides itself into two parts, the work of the first five 3'ears being 
the training of the hand by instruction in plain sewing, while in the remaining three 
years the work begins to specialize and assume the form of technical training or 
industrial apprenticeship. The training of the hand and the use of the needle may 
be justified, but not apprenticeship for dressmaking. At this point the shop appears 
and the framers of the course of study, in their zeal for manual training, over- 
estimated the function of the elementary school and failed to appreciate the division 
of labor between it and a trade school proper, or a technical high school. The ele- 
mentary schools are not industrial trade schools, and the attempt to make them so 
overloads the curriculum, overtaxes both teachers and children and encroaches upon 
the time belonging to the common branches. 

Analysis of the Course of Study. 

Plain Sezuing — Work of the First Fii'e Years. 
First Year- 
Simple and double knotting in cord and raffia. 
Plain and double looping in cord and raffia. 
Chain stitch. 

Second year — 

Fancy knotting and tying in cord and rafl'ia. 
Elementary stitches on canvas. 
Buttonhole looping. 
Double chain stitch. 

Third year — 

Sewing of seams, basting and running. 
Simple braiding in cord and rafTia. 
Joining two pieces of cloth. 
Sewing on buttons and tapes. 
The overhanding stitch. 

Fourth year- 
Advanced stitches applied to small garments. 
Mending garments. 
Patching dresses. 
Hemming and gathering stitches. 
Fancy stitches applied to the decoration of small garments. 



62 

Fifth year — 

Repairing garments. 
Dress darning and stocking darning. 
Cutting and making small garments. 
Buttonholes and loops; hooks and eyes. 
Applied design. 

Dressmaking and Applied Design— Work of the Last Three Years. 

Sixth year — 

Drafting and making of clothing. 
Estimating quantity of material. 
Drafting to scale. 
Applied design in trimmings. 
Study of color harmony in textiles. 
Initial marking and napery hemming. 

Seventh year — r-. 

Use of bought patterns. 

Drafting and making of full-sized garmenls. 

Rolling and whipping ruffles. 

Matching and joining lace and embroidery. 

Designs applied for decorating garments. 

Making full-sized undergarments. 

Eighth year — 

Drafting and making garments. 
Dress trimmings and hnishings. 
P'olds, pipings, facings and pockets. 
Buttonholes on dress materials. 
Placing whale-bones. 
Making small, tight-fitting lined waists. 
Making small gored lined skirts. 

The popular apprehension in this matter is sound and, while no one will question 
that sewing is a practical art and has a definite educative value, many properly con- 
demn the policy of teaching dressmaking in the elementary schools. "To force the 
drafting and making of full-sized garments, the use of patterns and applied design, 
upon classes of girls in the seventh and eighth grades is nothing less than to crowd 
•one branch of technical training upon a whole class of pupils when but a small frac- 
tion of them really need it or will, in all probability, ever use it. The elementary school 
is not the place to train specialists in any direction. 



63 

SUPERVISION TOO Expensive. 

Whenever a new subject which the ordinary teacher is not competent to handle 
is introduced into the course of study, it creates the need for a special teacher to give 
instruction in this branch. The curriculum of the public school is not an entirely 
■arbitrary creation. It is rather a natural growth which assumes greater complexity 
from time to time in response to the changing conditions of national life. Ori"ginally 
it embraced reading, writing and arithmetic, English grammar being added late in the 
•eighteenth century. The enormous territorial expansion and political development fol- 
lowing the American Revolution compelled the formulation of political geography and 
American history and forced them into the curriculum of the schools. These subjects 
were " fads " in their day, calling for special teachers and only after a struggle, which 
lasted more than half a century, did they win position among the so-called essentials 
and take their place as regular branches wliich the teachers had, in the mean time, 
become competent to teach. 

The wonderful development of natural science and industrial art during the last 
fifty years has been the means of putting nature study and manual training into the 
schools and is largely responsible for the perplexing problem of special teachers, which 
still continues to be a source of more or less agitation in most American cities. Special 
teachers are expensive. They are also unpopular, both among the regular teaching 
corps and the taxpaying public, but they are a necessity accompanying the introduction 
of any new line of work. They should, however, be dispensed with as soon as the 
regular teachers can prepare themselves to handle the new subject. 

Number of Special Teachers Could Be Reduced. 

If the instruction in dressmaking and applied design, recently added to the course 
of study, were moved forward into the Girls' Technical High School and the Manual 
Training School, where such work naturally belongs, and the work in the elementary 
schools confined to plain sewing, the problem of supervision would be greatly sim- 
plified. Plain sewing is not an occult art, neither is it a new one. Inasmuch as 'the 
teachers of girls' classes are women, most of whom are already more or less skilled 
in this art, it would seem that the majority of this highly competent corps might be 
trusted to take charge of the instruction in sewing under the immediate supervision 
of the principals of the various schools and the general supervision of the able 
directors, who have the general charge of the sewing work. This does not mean 
that all special teachers of sewing could be dispensed with, as some are needed 
to help the weak teachers and the new teachers, but it does mean that their number 
might be greatly reduced. 

Too Much Supervision. 

There is a strong feeling among both principals and teachers that there is too 
much supervision under the present system. As the principal of a large primary 



64 

department said, when talkmg about the matter; "We are supervised to death. My 
poor teachers are becoming nervous wrecks as the result of too much supervision. 
After all is said and done, the regular teachers do the actual work, and in most 
instances they are well qualified to obtain excellent results without a supervisor 
looming up in all places and at all times." This seems rather severe, but it is a fair 
sample of the chronic irritation which exists because of the natural antagonism between 
regular teachers and special teachers. Another principal, of long and successful experi- 
ence, when asked about the sewing, said : " I would retain the work but do away with the 
special teachers. They are an unwelcome interruption and an unnecessary expense. 
I believe in plain sewing in the primary schools, but the frills and furbelows which 
have been added to the course in order to make it cover eight years are ridiculous." 

Large Boys Might Be Spared. 
Comment has been made that large boys are compelled to take lessons in sewing, 
and this has helped to bring the work into disrepute and even ridicule. It is evidently 
not the intention of the Board of Education that boys over nine or ten years of 
age should receive instruction in the use of the needle, but in third-year classes, in 
sections of the City having a large foreign population, where big boys are graded low 
because of their inability to use the English language, it frequently happens that boys 
much older than this spend time in doing such work. For instance, in one 3A class 
visited there were 41 pupils, over 51 per cent, of whom were Italians and 11 of whom 
were born across the water. Eight of these boys were in their thirteenth year, fourteen 
of them were in their twelfth year, eleven of them in their eleventh year, while one 
boy was nearly fifteen years old. Notwithstanding these facts, all of the boys were 
diligently plying their needles basting two pieces of cloth together. In an adjoining 
room, containing a 3B class, twelve and thirteen year old boys were found sewing white 
muslin sails. For many reasons it would seem that boys should not be obliged to 
learn to sew, especially boys of twelve and thirteen years of age. 

Conclusion. 
The facts ascertained lead to the conclusion that instruction in sewing is rendered 
unduly expensive by a course of study which is beyond the scope of the elementary 
schools. If instruction in dressmaking and applied design were eliminated from these 
schools, and the work confined to plain sewing, the majority of the class teachers 
could do the work without the assistance of special teachers. This would enable 
the Board of Education to dispense with the services of the larger part of the corps 
of special instructors in this branch. It would also reduce considerably the expendi- 
tures for sewing supplies. 

■ Respectfully, 

(Signed) (Mrs.) MATHILDE COFFIN FORD. 



REPORT No. 5. 

Cooking in the Elementary Schools— An Experiment Which Has Accomplished 
Little in Results— Its Value In Elementary Education Still Doubtful— Shoufd 
be Administered With Rigid Economy. 

Hon. Edward M. Grout, Comptroller: ^ 

Sir — In compliance with your instructions to investigate the teaching of cooking 
in the pubHc schools of the City, from the view-point of possible economies, I beg to 
submit the following report : 

Among the many new departures in education during recent years is the attempt 
to make domestic science, which includes cooking, sewing, the care of a house, laun- 
dry work, elementary nursing and home sanitation a branch of popular instruction. 
All these subjects are now taught in the City schools, the work having been intro- 
duced sixteen years ago under the name of manual training, but the results so far are 
not very satisfactory, as the instruction fails to meet the needs of the great majority 
of the pupils. Practical methods of teaching cooking in elementary schools have not 
yet been worked out. 

Originated in England. 

The demand for popular instruction in the art of cooking first took definite shape 
in England in i873-'74 in connection with a series of scientific lectures on food deliv- 
ered at the International Exhibition in London. So great was the public interest in 
this subject that Parliament immediately made an appropriation to establish the 
National School of Cookery at South Kensington. The new idea spread rapidly and 
as early as 1877 instruction in cooking became a part of the course in the London 
public schools. 

The New York Cooking School (established in 1874) is generally recognized as the 
starting point of the new movement in America. Smce that time instruction in cook- 
ing has been widely introduced into public and private schools all over the United 
States, domestic science or household economy being now a part of the regular course 
in the elementary or secondary departments of the public schools in about fifty Amer- 
ican cities and towns and in nearly as man}'' private educational institutions. It has 
also been introduced into a number of colleges, agricultural colleges, normal schools 
and universities, in some instances under special appropriations from the National 
Government. 

5 . - 



66 



In New York City Schools. 

The Board of Education in New York City yielded to the general tendency of the 
time. In 18S7 a committee was appointed to consider the introduction of manual 
training into the schools. After some months of investigation the committee reported 
in favor of cooking and several other forms of manual training. The Board passed a 
resolution to the effect that instruction in cooking should be given to girls in certain 
of the higher classes, and preparations were at once begun for the new work. Kitch- 
ens were litted up, a course of study was outlined, two special teachers were appointed, 
and the first cooking classes began actual work in 1888. 

The work has grown steadily until now kitchens are provided for the demonstra- 
tion of domestic science in sixty-one elementary schools in various parts of the City, 
and authority has already been given for the installation of cooking plants in nine other 
schools. Cooking is also taught in twenty-two evening schools. It is a part of the 
course in the Girls" Technical High School and the Training School in Manhattan, 
and in the Manual Training School of Brooklyn. Exhibit " A," given herewith, shows 
a list of schools having kitchens. 

Course of Study. 

Cooking is taught to girls in the seventh and eighth school years, the course of 
study being so arranged that during these two years a girl has her choice between 
instruction in this branch and instruction in sewing. Inasmuch as the course in cooking 
is little known, I quote in full the syllabuses which detail the course of study in the 
several classes. 

GRADE 7.\. 

" Syllabus. 

"Potatoes — Baked, boiled, riced, mashed, creamed potatoes; fuel value of potato; 
digestion of starch and value of starchy foods ; economy in paring and cooking potatoes. 

"Cereals — ]\lush from various grains served hot and moulded; cereals compared 
with potatoes. 

" Fruits — Stewed prunes, stewed and baked apples, baked bananas, and other fruits, 
served with cereals. 

" Cream Soups — Tomato, asparagus, celery, potato, corn, and pea soups. 

"Flour Pastes — Spaghetti with tomato sauce; baked macaroni with cheese. 

" Eggs and ]\Iilk — Omelets ; custard ; cottage cheese ; rennet custard ; food value of 
eggs and milk; digestion of albumin; effects of heat on albumin; butter making; value 
of cheese. 

" Quick Breads — Biscuits, muffins, griddle cakes, as distinguished from yeast breads, 
which require a longer time for cooking; uses of soda, acids, alkalies, baking powders; 
hatters and doughs ; digestion of quick breads. 



67 

" Housekeeping — ]\Iaking and care of kitchen fire ; managing a gas range ; care of 
the sink, waste pipe and trap, garbage pail, refrigerator, kitclien floor, woodwork and 
oilcloth; dishwashing. 

"Laundry Work — Washing of dish towels, dish-cloths, sink-cloths, and dust- 
cloths." 

GRADE 7B. 

" Syllabus. 

"Bread — White bread, whole wheat bread, bread rolls; food value of wheat flour; 
fermentation. 

" Eggs — Soft-cooked eggs ; eggs dropped on toast ; poached eggs. 

" Meats — Broiling; roasting, boiling meats ; soup-stock, and soups ; principles of 
curving. 

" Preparation of tissue-building foods, and of acid and mineral supplying foods. 
" Tea, Coffee and Cocoa — Comparative value ; effects ; adulterations. 
" Jellies, puddings, custards, apple tapioca, corn starch. 
" Vegetables in season. 

"Housekeeping — Necessary furnishings of the dining-room; care of silver and 
glassware. 

" Laundry Work — Review of first year's work ; washing and ironing napkins." 

GRADE 8a. 

" Syllabus. 
"Meats — Stewing and braising; cooking meats unused after first preparation; di- 
gestibility of fresh-cooked and warmed-over meats; smoked and salted meats, and fish. 
Poultry^Roasting, broiling, baking and frying poultry. 

"Fish and Shell Fish — Baking, boiling, broiling fish; fish sauces; food value and 
digestibility. Oysters — Raw, stewed and scalloped. 

" Salads — Fruit and vegetable salads ; salad dressings. 

"Canning and preserving of fruits and vegetables in season; jelly-making. Sterili- 
zation, bacteria, fermentation, decay. 

" Condiments. 

" Simple Cakes — Molasses, standard, and sponge cakes. Ice creams and water ices. 

"Housekeeping — Table-setting; decorations; serving; manners and personal ap- 
pearance. 

"Laundry Work — Review, and laundering of aprons; caps; economical use of 
starch, soap and blueing. 



68 

"Nursing — Fittings and care of sick-room. Cooking for infants and invalids; 
gruels ; tgg preparations, egg gruel, shirred egg ; milk preparations, albuminized milk, 
peptonized milk, koumiss; meat preparations, beef tea, beef juice, raw beef sandwiches, 
broiled chop; clam broth; jelly; lemon whey. The invalid's tray." 

GRADE 8b. 

" Syllabus. 

" Planning meals — Menus ; planning suitable diet for children ; school luncheons. 
Mastication and proper digestion ; digestibility of starch, sugars, proteids, and potatoes, 

" Cereals — Cereals with fruits, coffee, quick breads, and eggs. 

" Soup — Fish and meat soups, and gravies. Vegetables ; desserts. 

" Suitable dishes for breakfasts, dinners and luncheons. 

"Housekeeping — Marketing; study of different cuts of meat; prices compared with 
nutritive value. Selection and care of vegetables and fruits. Economy in buying milk, 
butter and eggs. Home sanitation ; modern plumbing and its care ; use of disinfectants. 
The bedroom, ventilation and sunlight, making of bed, airing of bed and bedding. In 
schools where cots have not been furnished, doll's beds may be used. Sitting-room or 
home- room. 

" Laundry Work — Washing of fabrics of different color and texture. Removal of 
ink, iron, fruit and grease stains. 

" Nursing — Dietaries, baths." 

Supervision of the Work. 

The teaching of cooking is under the general charge of the Director of Cooking, 
who instructs the so-called special teachers, visits the classes and inspects their 
work, and acts as adviser to the Board of Superintendents, the district superintendents 
and principals on all questions relating to this subject. All the actual work of teaching 
children is done by thirty-two so-called special teacliers, who visit the schools to 
which they are assigned and give the instruction. The cooking teachers are not 
special teachers in the ordinary use of the word. They do not instruct class teachers 
aiid supervise their work, as do special teachers of sewing, music and drawing. On 
the contrary, cooking teachers do all the teaching, the regular- class teachers being 
otherwise employed while the cooking lesson is given. The following is a list of the 
cooking teachers in Manhattan, The Bronx, Brooklyn and Queens, as given in the 
Civil List for 1904 : 



69 



Teachers of Cooking. 



Name. 



Position. 



Appointed. 



Salary. 



Mary E. Williams 

Ella Baylcs 

Louise C. Mariotte.... 

Ida McM. Austin 

Harriet Pond 

Emma H. Crane 

Mary W. Wilson 

Jane Butterfield 

Dorothy E. Millspaueh. 

Isabell M. Bole 

Minnie Ikelheimer 

Josephine Earle 

Mabel Stone 

Florence Willard 

Anna M. Lnmb 

Jesuina B. Zappone. . . 

Agnes Daley 

Eleanor Kalbfleisch. . . . 

Nellie D'ean 

Mary V. McNuIty 

Ada Roe 

Fanny D. Perkins 

Sophie Cohen 

Grace Adgate 

Nannctte Nevins 

Clara L. Low 

Clara M. Wasweyler. . . 

Sarah Hyams 

Mabel L. Rose 

Eva G. Bedell 

Charlotte Dennis 

Jessie T. Dorman 

Marv T. Dowd 



Total amount for Teachers. 



.Director. 
. Teacher. . 
.Teacher. 
.Teacher. 
.Teacher. 
.Teacher. 
.Teacher.. 
.Teacher. 
.Teacher. 
.Teacher. 
.Teacher. 
.Teacher. 
.Teacher. 
. Teacher . 
.Teacher. 
.Teacher. 
. Teacher. 
.Teacher. 
. Teacher . 
. Teacher. 
.Teacher. , 
.Teacher. 
.Teacher. 
.Teacher. 
.Teacher.. 
. Teacher. 
.Teacher. 
.Teacher. 
. Teacher. 
.Teacher. 
.Teacher. 
.Teacher. 
.Teacher. 



Oct. 


7. 


1896 


$2,500 00 


Oct. 


20, 


1897 


1,200 00 


Oct. 


20, 


1897 


1,200 00 


Oct. 


20, 


1897 


1,200 GO 


Oct. 


20, 


1897 


1,200 00 


Oct. 


20, 


1897 


1,200 00 


Oct. 


20, 


1897 


1,200 00 


Apr. 


6, 


1898 


1,200 00 


Apr. 


6, 


1898 


1,200 00 


Apr. 


21, 


1898 


1,200 00 


Oct. 


20, 


1897 


1,200 00 


Feb. 


I, 


1899 


1,200 00 


Feb. 


20, 


1899 


1,200 00 


Feb. 


20, 


1899 


1, 200 Oo 


Feb. 


20, 


1899 


1,200 00 


Feb. 


20, 


1899 


1,200 00 


Feb. 


I, 


1900 


1,200 00 


May 


i6. 


1900 


1,200 00 


May 


24> 


1900 


1,200 00 


Apr. 


22, 


1901 


5,i00 00 


June 


3. 


I 90 I 


i,:oo 00 


May 


8, 


1901 


/•,I00 00 


Oct. 


7> 


I9OI 


1,000 00 


Nov. 


1 1, 


I 90 I 


1,000 00 


Jan. 


6, 


1902 


1,200 00 


Apr. 


I, 


1902 


1,000 00 


Apr. 


15. 


1902 


1,000 00 


Mar. 


24. 


1902 


1,000 00 


Apr. 


21, 


1902 


1,000 00 


Sept. 


■ 14. 


1903 


900 00 


Sept. 


14. 


1903 


900 00 


Sept. 


IS, 


1903 


900 00 


Nov. 


2, 


1903 


900 00 








$38,200 00 



70 

Under the by-laws of the Board of Education, to be eligible for license as a special 
teacher of cooking, the applicant must have one of the following qualifications: 

" (a) Graduation from a satisfactory high school or institution of equal or higher 
rank, or an equivalent academic training, or the i)assing of an academic examination ; 
and the completion of a satisfactory course of professional training of at least two 
years in cooking. 

(b) Graduation from a college course recognized by the Regents of the Univer- 
sity of the State of New York, which includes satisfactory courses in the principles 
of education and in cooking. 

" (c) Graduation from a satisfactory high school or institution of equal or higher 
rank, or an e(iuivalcnt academic training, or the passing of an academic examination; and 
the completion of a satisfactory course of professional training of at least one year, 
followed by two years' successful experience in teaching cooking." 

Time Given to Cooking. 

Prior to January i, 1897, three hours per week were devoted to the instruction in 
cooking. On January 18, i8go. on the recommendation of the Board of Superintendents, 
the time was reduced to one and one-half hours per week. In the time schedule on 
the basis of 1,500 minutes per week, published in the course of study adopted by the 
Board of Education, in June, 1903, the time allotted to cooking is eighty minutes per 
week, although my understanding is that, in the practical working of the program, it is 
customary to allow one hour and a half to the lesson, which is given weekly. The 
following table shows the amount of time given to cooking, as compared with that 
given to the common branches : 

Time Schedule on the Basis of 1,500 Minnies Per JVcck. 

Cooking. English. Mathematics. History. Geography. 

Seventh year So 36a 200 120 80 

Eightli year 80 320 160 120 



A Cooking Plant. 

A cooking plant consists of a kitchen fitted up with a gas range, a kitchen table, 
a large marble-top table, a sink with hot and cold water, cupboards, and chairs with 
arm-rests for the pupils. The floor is covered with linoleum. A complete kitchen 
equipment is supplied, consi.sting of a table-cloth, napkins, roller towels, dish towels, 
plates, cups, saucers, platters and other dishes; knives, forks and spoons for table 
use and for cooking purposes ; pots, pans, potato mashers, rolling pins, and all the 



71 



numerous cooking utensils that are required to ht up a well furnished kitchen. The 
list given herewith shows a full kitchen equipn:ent: 

./ Kitclicn EquipHicnt. 
Teapots. 



Bath brick. 

Whisk broom. 

Brushes — vegetable, stove and polishing. 

Oil cloth. 

Cheese cloth. 

Table cloth. 

Corkscrew. 

Clotheshorse. 

Napkins, fringed. 

Stove polish. 

Roller towel rack. 

Thermometers. 

Bowls, white and vellow. 

I 

Custard cups. 
Cups and saucers. 

Dishes, pressed glass and vegetable. 
Mason's jars, i quart and i pint. 
Jugs, I pint. 

Nappies, 7 incli and 8 inch. 
Plates^ bread and butter, dinner, soup, 
tea. 

Biscuit cutters. 
Agate colanders. 
Egg whisk. 
Flour dredger. 
Funnels. 
Graters. 

Oyster broilers. 
Potato mashers. 
Graduated measures. 
]\Ielon moulds. 
Rolling pins. 
Soap shakers. 
Platters, medium, large. 



Double agate boilers. 

Butter crock. 

Carving set, knife, fork, steel. 

Cleaver, 7-inch. 

Agate soap dish. 

Forks, table, kitchen. 

Knives, table, bread, vegetable. 

Larding needles. 

Can openers. 

Pans, dripping, frying. 

Saucepans, agate covered. 

Scales, 12 pounds. 

Teaspoons. 

Tablespoons. 

Lemon squeezer. 

Bins, sugar, flour. 

Boxes, bread, pepper, spice. 

Apple corers. 

Pans, bread, cake, muffins. 

Coffee pot. 

Soup strainers. 

Skimmers. 

Sieves. 

Scoops. 

Steamer. 

Trays. 

Jelly cake tins. 

Dishcloth, wire. 

Bread boards. 

Chopping bowls. 

Dish mops. 

Ice picks. 



Cost of Kifdicn Fiinrishings. 
The estimated cost of fitting up a new kitchen, including all necessary kitchen sup- 
plies for a year, is $550. The sum expended in 1903 to furnish new kitchens and 



72 

replenish old ones was $4,416.86. The figures covering the quantities and cost of 
kitchen furnishings for that year are here given : 

Approximate Quantify and Cost of Materials and Utensils Used in Connectidn zvith 
the Course of Instruction in Cooking in the Day and Evening Schools during the 
Calendar Year 1903. 



Description of Goods. 



Quantity. 



Unit. 



Unit Price. Total Cost. 



Bath brick 

Bins, sugar 

Bins, flour 

Boards, bread 

Boards, wash 

Boilers, double, agate, one quart... 
Boilers, double, agate, two quart... 
Boilers, double, agate, four quart.. 

Bowls, chopping 

Bowls, one quart, white 

Bowls, mixing 

Boxes, bread 

Boxes, pepper 

Boxes, spice 

Broilers, oyster 

Brushes, vegetable 

Brushes, stove, blacking 

Brushes, stove, polishing 

Carving sets (knife, fork and steel) , 

Cleavers, 7-inch 

Cloth, cheese, 36 inches wide 

Cloth, table, 64 inches wide 

Cloth, wire, dish 

Colanders, agate , 

Corers, apple 

Corkscrews , 

Crocks, butter 

Cups, custard , 

Cups and saucers 

Cutters, biscuit 

Dish, pressed glass 

Dish, vegetable 



190 


Each 


95 


Each 


• 46 


Each 


73 


Each 


41 


Each 


526 


Each 


78 


Each 


68 


Each 


98 


Each 


791 


Each 


253 


Each 


33 


Each 


544 


Each 


46 


Each 


34 


Each 


240 


Each 


32 


Each 


19 


Each 


20 


Set 


21 


Each 


,871 


Yard 


211 7-12 


Yard 


86 


Each 


148 


Each 


256 


Each 


52 


Each 


290 


Each 


804 


Each 


,111 


Pair 


316 


Each 


72 


Each 


24 


Each 



.028 


$5 32 


• 13 


12 35 


•49 


22 54 


•23 


16 79 


•34 


13 94 


•43 


226 18 


•54 


42 12 


.83 


56 44 


.08 


7 84 


. 12 


94 92 


•29 


73 37 


.48 


IS 84 


.02 


10 88 


•53 


24 38 


.14 


4 76 


.04 


9 60 


.049 


I 57 


•25 


4 75 


1.48 


29 60 


•59 


12 39 


•03 


116 13 


•59^ 


125 89 


. 10 


8 60 


.24 


35 52 


•OS 


12 80 


•059 


3 07 


.21 


68 90 


•03 


24 12 


•13 1-3 


148 13 


•05 


15 80 


•25 


18 00 


.20 


4 80 



73 



Description of Goods. 



Quantity . 



Unit. 



Unit Price. 



Total Cost. 



Dish, soap, agate, hanging , 

Dredgers, flour, etc 

Egg whisks 

Egg beaters 

Forks, kitchen 

Forks, table, plated 

Freezer, ice cream 

Funnels \ 

Graters 

Horse, clothes, 4 feet 

Irons, smoothing, small 

Irons, smoothing, large 

Jars, I -pint 

Jars, i-quart 

Jugs, i-pint 

Kettles, tea, agate 

Knives, bread 

Knives, chopping, double 

Knives, palette 

Knives, vegetable, French 

Knives, table, plated 

Knives, table, iron 

IMashers, potato, wire 

Mashers, potato, wooden 

Measures, J^-pint (graduated) 

Measures, i-quart (graduated) 

Measures, i -gallon 

Mops, dish, small 

Moulds, melon 

Napkins, hemmed, 20 inches square 

Napkins, fringed, 16x16 (including fringe), 

Nappies 

Nappies, scalloped 

Needles, larding (set of) 

Openers, can 

Pan, frying. No. i 

Pan, frying, No. 3 

Pan, bread 



216 


Each 


201 


Each 


516 


Each 


243 


Each 


689 


Each 


37 yi 


Doz. 


76 


Each 


200 


Each 


235 


Each 


172 


Each 


74 


Each 


62 


Each 


1.772 


Each 


813 


Each 


75 


Each 


96 


Each 


47 


Each 


84 


Each 


398 


Each 


486 


Each 


34 7-12 


Doz. 


445 


Eacli 


292 


Each 


2 


Each 


387 


Each 


179 


Each 


8 


Each 


1,118 


Each 


42 


Each 


98 K^ 


Doz. 


155 


Doz. 


116 


Each 


77 


Each 


17 


Set 


49 


Each 


519 


Each 


77 


Each 



Each 



. ID 


$21 60 


.04 


8 04 


.02]/^ 


12 90 


. 10 


24 30 


.05 


34 45 


2.70 


loi 25 


I .69 


128 44 


.04^^ 


9 00 


.07 


16 45 


•72 


123 84 


.14 


10 36 


.22 


13 64 


.08 


141 76 


.09 


73 17 


. 12 


9 00 


•45 


43 20 


.229 


10 76 


.159 


13 36 


.21 


83 58 


.149 


72 41 


2.70 


93 38 


.04 


17 80 


.06 


17 52 


.04 


08 


.08 


30 96 


. I I 


19 69 


■ uVs 


I II 


• 05 


55 90 


• 37 


15 54 


i.33>4 


131 25 


•54 


83 70 


•15 


17 40 


.15 


II 55 


•49. 


8 33 


.089 


4 36 


. 1 1 


57 09 


.12^ 


9 62 


. T2 


20 76 



74 



Description of Goods. 



Quantity. 



Unit. 



Unit Price 



Tot.il Cos 



Pan, cake 5 Each .29 8 1 45 

Pan, dish, tin 206 Each .20 41 20 

Pan, muffin. 8 holes 124 Each .14 1 7 36 

Pan, roll, 8 holes, Russia 63 Each .44 27 72 

Pan, roll, French 76 Each .48 36 48 

Picks, ice 48 Each .20 9 60 

Plates, agate .384 Each . 12 46 08 

Plates, bread and butter 1,109 Each .05 S3 45 

Plates, dinner 1,151 Each . 06 69 06 

Plates, soup 641 Each . 06 38 46 

Plates, tea 7^8 Each .05 36 40 

Platters, medium 129 Each .25 32 25 

Platters, large 37 Each .39 14 43 

Pots, tea 57 Each .21 1 1 97 

Pots, coffee, 2-quart 53 Each . 75 39 75 

Press, vegetable 62 Each .22 13 64 

Rack, towel 14 Each .10 1 40 

Saucepan, lipped, agate, covered. No. 10 411 Each .17 69 87 

Saucejian, lipped, agate, covered. No. 14 248 Each .19 47 12 

Saucepan, lipped, agate, covered. No. 20 103 Each .29 29 S7 

Scales, large, with scoop 29 Each i .59 46 1 1 

Shakers, soa|i i37 ^-ach .05 685 

Skimmers 98 Each .06 5 88 

Sieves, flour 221 Each .09 19 89 

Spoons, tea, plated Sgyi Doz. i .20 10-40 

Spoons, table, plated 42.''^ r)oz. 2.40 10200 

Spoons, table, iron 465 Each .oajX 11 62 

Spoons, wooden 330 Each . 02 Vj 8 25 

Squeezers, lemon, glass 109 Each .06 654 

Steamers 23 Each i . 54 35 42 

Strainers, soup, wire, small 358 Each .o6yi 23 27 

Strainers, soup, wire, medium 178 ?^ach .10 17 80 

Tins, jelly cake 239 Each .05 11 95 

Towels, glass, 18x36 inches, hemmed 180 Doz. i .32 237 60 

Towels, dish, 18x36 inches, hemmed 189 1-12 Doz. 1.32 249 59 

Trays, Japanned, oval, medium 138 Each .11 15 1!^ 

Tureens, s(uii) 54 Kach i . 3P 75 06 

Total $4,416 86 



75 



Kitchen Food Supplies. 

Under authority given by the Board of Education, the teachers of cooking pur- 
chase from day to day such food supplies as are needed to demonstrate the lessons. 
The bills for such supplies are approved by the director of cookery and by the prin- 
cipal of the school for which they are purchased, after which they are rendered 
monthly to the Board of Education. From such bills rendered by teachers the follow- 
ing list is made up to illustrate the variety of articles used in the cooking lessons: 



Apples. 

Almonds. 

Asparagus. 

Butter. 

Beef. 

Beets. 

Coffee. 

Cornstarch. 

Chocolate. 

Crackers. 

Cheese. 

Corned beef. 

Cabbage. 

Cream of tartar. 

Chicken. 

Codfish. 

Currants. 

Clams. 

Eggs. 

Figs. 

Fish. 

Flour. 

Farina. 

Gelatine. 

Ginger. 

Iodine. 

Jam. 



Food Articles Bought for 
Bread. 

Baking powder. 
Bacon. 
Barley. 
Bananas. 
Carrots. 
Junket tablets. 
Lettuce. 
Lemons. 
Leg of lamb. 
Liver. 

Lima beans. 
Lamb chops. 
Milk. 
Mutton. 
Macaroni. 
Molasses. 
Onions. 
Oil. 

Oranges. 
Oysters. 
Pickles. 
Potatoes. 
Parsley. 
Peas. 

Powdered sugar 
Pepper. 



School Kitchens. 

Celery. 

Cocoa. 

Cream. 

Cherries. 

Capers. 

Cornmeal. 

Pettijohn's. 

Prunes. 

Pineapple. 

Quaker oats. 

Rice. 

Rhubarb. 

Sugar. 

Salad. 

Smoked beef. 

Spaghetti. 

Salmon. 

Strawberries. 

Steak. 

Sardines. 

Tea. 

Tomatoes. 

Vinegar. 

Vanilla. 

Vermicelli. 

Yeast. 



Expenditures for Food Supplies. 

During the first ten months of 1903 bill? for kitchen food supplies aggregating 
?3).397-8o were rendered by cooking teachers in Manhattan and paid out of the Spe- 
cial School Fund. The amounts expended by cooking teachers during that period 



76 

varied from $8.25 up to $142.88, according to the number of lessons given,, and probably 
according to the ability of the teacher to "shop" economically at the corner grocery. 
The amount expended monthly ranged from $30.74 down to $0.95. The amount now 
being expended annually for food supplies for use in all the City schools is approx- 
imately $5,000. 

Tolal Cost of Cooking in 1903. 

Amount paid to teachers $38,200 00 

Amount paid for kitchen furnishings 4,416 86 

Amount paid for food supplies (approximately) 5,000 00 

Total $47,616 86 



Superficial and Impractical. 

Radically new departures in education must necessarily mature slowly. When a 
new subject is introduced into the curriculum of the schools, effective methods of 
teaching it can only be developed through a long and tedious process of experiment. 
The supply of teachers who are skilled in the new line is always limited and it is 
therefiire difticult to provide the schools with competent teachers of the new subject. 
For this reason the quality of the instruction as a whole in the so-called special studies 
which are the lines of work more recently introduced into the schools falls below the 
standard usually maintained in (he regular branches of instruction. This seems to be 
especially true of the cooking lessons, as the opinion prevails among principals and 
teachers that the instruction in this subject is superficial and does not call for sufficient 
mental eifort on the part of the pupil. My own observation in the schools goes to con- 
firm this opinion. 

The methods of instruction in cooking are very crude. The theory is that every 
branch in the curriculum should be utilized in the cooking lesson, but in practice this 
is rarely done. The Director of Cooking says : "Domestic science is vitally related to 
physics, chemistry, biolog}% physiology and hygiene." This is undoubtedly true, but 
the average teacher has not the power to develop these relations in her teaching. Even 
such simple facts in geography as one would naturally expect to see brought out in- 
cidentally in connection wilh the various food products used in the cooking lessons 
are usually ignored, not to speak of the lost opportunities for number and language 
training. 

Principals of ^chooIs in the more populous parts of the City, where pupils come 
from poorer homes, complain that the instruction in cooking is not practical. They say 
the food prepared is not such as these children use in their homes and that the lessons 
given do not teacli that rigid economy which such children need to learn. Instead 
of teaching a girl how to make an inferior piece of meat palatable, she is told that 
only "such and such fine cuts are fit to buv." In one class where the girls had been 



n 

tauglit "always to cook with gas as it was cleaner and not so much work," inquiry 
revealed that only two girls in the entire class came from homes provided with gas 
ranges. 

There is too much fancy cooking in both day schools and evening schools. Salads, 
desserts and even confectionery receive a large share of attention. The fact that girls 
spend school time in making fudge and molasses candy has been especially con- 
demned. All this has brought suspicion on the cooking lesson and raised a doubt 
as to the practical value of the instruction. 

Only a Dummy Kitchkn. 

The weakc't point in the teaching of cooking in the schools is the fact that the 
work is not done under the natural stinuilus of a direct demand for food. In the real 
household a meal is prepared to be eaten, but in the school food is often cooked only 
to be thrown away. Naturally, the work falls short of the highest results because its 
strongest incentive is lacking. I'he school kitcheh, at best, is only a dummy kitchen 
after all. It carries within itself the drawback of unreality. 

Another striking defect in the attempt to teach cookery is the fact that a girl 
gets very little actual experience in the art of cooking. As there is only one range 
in a school kitchen a girl does not have an opportunity to do actual work in cooking 
more than three or four times during the year, most of her time being spent in mere 
looking on. As a prominent principal said : " The instruction in cooking is very 
meagre. We make a pretense at teaching cooking, but do not carry it out practically. 
Most of the girls merely look on while someone else does the work. Only four girls 
are occupied in cooking during a lesson, the others being only spectators." 

CONCLUSION.S. 

It would appear that the experiment of teaching cooking in the elementary 
schools of the City has not yet produced results which are in any sense adequate and 
satisfactory. The instruction in this branch has not been adapted to the needs of 
the common people, whose children make up the great majority in these schools. The 
Department of Education is spending annually about $50,000 on cooking teachers and 
cooking supplies, and it would seem reasonable that this amount should not be increased 
until the work can be put upon a practical basis. In fact, $50,000 a year is too much 
to spend on such instruction before it passes the experimental stage. 

As a feature of popular education the place of instruction in cooking is still 
problematical. Whether such instruction belongs in the elementary day schools, the 
elementary evening schools, the regular high schools, or in special high schools like 
the Brooklyn Manual Training School has not yet been decided by the educational 
authorities. In London, where instruction in cooking was fu'st introduced into ele- 



.78 

mentary day schools, the opinion is gaining ground tliat the experiment has not pro- 
duced results which justify its being continued, and there is talk of confining such 

instruction to the evening schools. 

Respectfully, 

(Signed) (Mrs.) MATHILDE COFFIN FORD. 

EXHIBIT "A." 

Public Schools Having Kitchens. 

manhattan borough. 

Training School. 

IModel School, No. 241 East Hundred and Nineteenth street. 

Higli Schools. 
Girls" Technical, No. 34^ East Twelfth street. 
Annex. No. 146 Grand street. 

Annex. Eighty-second street and West End avenue (Public School 9). 
Annex. No. 244 East Fifty-second street. 



Publ 
Publ 
Publ 
Publ 
Publ 
Publ 
Publ 
Publ 
Publ 
Publ 
Publ 
Publ 
Publ 
Pulil 
Publ 
Publ 
Publ 
Publ 
Publ 
Publ 
Publ 
Publ 



Elementary .Schools. 
c School No. I, Henry, Catharine and Oliver streets, 
c School No. 6, Madison avenue and Eighty-fifth street, 
c School No. 9, Eighty-second street and West End avenue, 

c School No. 13, East Houston and Essex streets, 

c School No. 14, No. 225! East Twenty-seventh street, 

c School No. 17, No. 335 West Forty-seventh street, 

c School No. 18. No. 121 East Fifty-first street, 

c School No. 19, No. 344 East Fourteenth street, 

c School No. 23. Mulberry and Bayard streets, 

c School No. 25. No. 326 Fifth street, 

c School No. 28. No. 257 West Fortieth street, 

c School No. S7, No. 113 East Eighty-seventh street, 

c School No. 41, No. 36 Greenwich avenue, 

c School No. 42, Hester, Orchard and Ludlow streets. 

c School No. 43, One Hundred and Twenty-ninth street and Amsterdam avenue, 

c School No. 44. Hubert and Collister streets. 

c School No. 46. St. Nicholas avenue and One Hundred and Fifty-sixth street, 

c School No. 49, No. 237 East Thirty-seventh street, 

c School No. so. No. 211 East Twentieth street. 

c School No. 54, One Hundred and Fourth street and Amsterdam avenue, 

c School No. 59, No. 228 East Fifty-seventh street, 

c School No. 71, No. 188 Seventh street. 



79 

Public Scliool No. ^2, Lexington avenue, One Hundred and Fifth and One Hundred 
and Sixth streets. 

PubHc School No. "jt,. No. 209 East Forty-sixth street. 

Public School No. 76, Lexington avenue and Sixty-eighth street. 

Public School No. T], First avenue. Eighty-fifth and Eighty-sixth streets. 

Public School No. 78, Pleasant avenue and One Hundred and Nineteenth street. 

Public School No. 80, No. 225 West Forty-first street. 

Public School No. 84, No. 430 West Fiftieth street. 

Public School No. 87, Seventy-seventh street and Amsterdam avenue. 

Public School No. 93, Amsterdam avenue and Ninety-third street. 

Public School No. 96, Avenue A, Eighty-first and Eighty-second streets. 

Public School No. 103, One Hundred and Nineteenth street and Madison avenue. 

Public School No. 106, No. 222 Mott street. 

Public School No. 119, One Hundred and Thirty-third and One Hundred and Thirty- 
fourth streets, near Eighth avenue. 

Public School No. 147, Henry and Gouverneur streets. 

Public School No. 157, St. Nicholas avenue, One Hundred and Twenty-seventh and 
One Hundred and Twenty-eighth streets. 

Public School No. 159, No. 241 East One Hundred and Nineteenth street. 

Public School No. 168, One Hundred and Fourth and One Hundred and Fifth streets, 
between First and Second avenues. 

Public School No. 170, One Hundred and Eleventh street, east of Lenox avenue. 

Public School No. 177, Market and Monroe streets. 

Public School No. 186, One Hundred and Forty-fifth and One Hundred and P^orty- 
sixth streets, near Amsterdam avenue. 

Public School No. 188, Manhattan, East Houston, Lewis and East Third streets. 

BOROUGH OF THE BRONX. 

Elementary Schools. 

Public School No. 4, Fulton avenue and One Hundred and Seventy-third street. 

Public School No. 9, No. 735 East One Hundred and Thirty-eighth street. 

Public School No. 20, Fox. Simpson and One Hundred and Si.xty-seventh streets. 

Public School No. 27, St. Ann's avenue. One Hundred and Forty-seventh and One 
Hundred and Forty-eighth streets. 

Public School No. 28, Tremont and .'\nthony avenues. 

Public School No. 32, One Hundred and Eighty-third street, Beaumont and Cam- 
breling avenues. 

Public School No. 3. Jerome and Walton avenues, north of One Hundred and Eighty- 
fourth street. 

Public School No. 35, One Hundred and Sixty-third street, between Grant and 
Morris avenues. 

Public School No. }>(), Avenue C, between Eighth and Ninth streets, Unionport. 



So 

BOROUGH OF BROOKLYN. 

High School. 
Manual Training, Court and Livingston streets. 

Elementary Schools. 

Public School No. 2, Forty-seventh street, near Third avenue. 

Public School No. 15, Third avenue. State and Schermerhorn streets. 

Public School No. 18, Maujer street, near Leonard street. 

Public School No. 26, Gates avenue, near Ralph avenue. 

Public School No. 82, Fourth avenue and Thirtv-sixth street. 

Public School No. 84, Glenmore and Stone avenues and Watkins street. 

Public School No. 141, Leonard, McKibbin and Boerum streets. 

BOROUGH OF QUEENS. 

Elementary Schools. 
Public School No. 4, Prospect street, near Beebe avenue. Long Island City. 
Public School No. 59, University place, Woodhaven. 

The. Board of Education has authorized the establishment of kitchens in the 
following schools, and the plants will be installed as soon as money is available for 
the purpose : 
Manhattan — 

Public School No. 40, No. 320 East Twentieth street. 

Public School No. 169, Audubon avenue and One Hundred and Sixty-eighth street 

The Bronx — 

Public School No. 11, Ogden avenue. High Bridge. 
Public School No. 16, Matilda street, Wakefield. 

Brooklyn — 

Public School No. 95, Van Sicklen street, near Neck road. 
Public School No. 119, Flatbush avenue and Alton street. 

Richmond — 

Public School No. 17, Prospect avenue, New Brighton. 

Public School No. 18, Broadway, West New Brighton. 

Public School No. 20, Heberton avenue. Port Richmond. 



REPORT No. 6. 

Manual Training in the Elementary Schools — Time and Money Wasted on 
Constructive Work — Technical Training Should be Eliminated — Unneces= 
sary Supervision. 

Hon. Edward M. Grout, Comptroller: 

Sir — In compliance with your instructions to investigate the teaching of manual 
training in the elementary schools of the City, from the viewpoint of possible economies, 
I beg to submit the following report : 

The term manual training, in its broad or generic sense, includes all school occupa- 
tions, save writing, in which the hand employs tools as an educative agency. It em- 
braces drawing, both freehand and mechanical ; painting ; all kinds of construction, or 
making, in paper, pasteboard, wood and other materials ; needle work, and cooking. 
This is the import of the term manual training as originally used by the Board of 
Education, and it seems best to hold to this broad meaning in these reports, although 
the term has since come to be more closely identified with shop work alone. As sew- 
ing and cooking have already been handled in detail in previous reports, this report 
will be devoted mainly to drawing and constructive work, although it concludes with 
a resume of the whole subject of manual training in the elementary schools. 

History of the Work. 

Of the several branches of manual training, drawing was first introduced into the 
public schools. This subject has been taught in the schools of the City for more than 
forty years; the Civil List of 1864 contains the names of drawing teachers, it being 
customary at that time to have one special teacher for each ward. The course of 
study published in 1867 included drawing for certain classes in both primary and gram- 
mar grades. In 1884 drawing was made a part of the regular work in all classes in the 
elementary schools- 
Other lines of manual training followed close upon drawing. Shop work, or 
simple carpenter work, and other forms of constructive work were introduced in 1888. 
The shop as an educative agency originated in Russia, and was first introduced into 
America by Dr. John D. Runkle, as a direct outcome of a school exhibit made by the 
6 



Imperial Technical School of Moscow, at the Centennial Exposition at Philadelphia in 
1876. Dr. Runkle, who was then President of the Alassachusetts Institute of Tech- 
nology in Boston, was so impressed with the educational possibilities of the shop as a 
laboratory for teaching the mechanical arts that he set up a shop in his school during 
the following year. The Manual Training School in St. Louis, the Chicago Manual 
Training School and the Philadelphia Manual Training High School were established 
during the next eight years. 

By 1886 manual training had become the foremost topic of discussion in educa- 
tional conventions and shop work was already being introduced into high schools and 
the two upper grades of elementary schools in some of the leading cities. The Swedish 
system of sloyd, or simple work in wood, was combined with the Russian idea of a shop 
and adapted to American schools. Since that time the kindergarten occupations have in- 
vaded the lower grades and now educators are seeking to develop a scheme of manual 
work for all the grades in the elementary schools. 

New York City Adopts the Ide,\. 

In 1887 the .New York City Board of -Education appointed a committee to consider 
the introduction of manual training into the schools. After several months spent in an 
investigation, which included the gathering of data concerning the status of such work 
in Russia, Germany, France and other European countries, together with a personal 
inspection of what was being done in Boston, Philadelphia, Baltimore, St. Louis, 
Chicago, Cleveland and other American cities which had introduced manual training, 
a lengthy report was submitted to the Board of Education and adopted. The report 
contained the follow'ing conclusions : 

" Resolved, That the kind of instruction known as manual training should be intro- 
duced into the primary and grammar schools. 

" Resolved, Th"t for the primary school the instruction in manual training to bo 
added should consist in' the construction by use of splints, wire, thread, paper, paste- 
board and clay, of the forms now prescribed in the course for drawing. 

" Resok'ed, That in the grammar schools the drawing should be modified so as to 
include drawing to a sc"Je and corresponding constructive work should be added. 

" Resolved, That in girls' grammar schools sewing should be taught from the eighth 
to the fourth grades, inclusive. 

" Resolved, That in girls' grammar schools cooking should be taught in the third 
and second grades. 

" Resolved, That in boys' grammar schools work-shop instruction should be given 
from the fifth to the first grade, inclusive ; that, while wood turning and some metal 
work are essential to complete work-shop instruction, the principal benefits of such in- 
struction may be obtained through carpenter work and joinery alone, which, on account 
of the room required, are all that should be undertaken at present." 



83 

It will be noted that the term manual training is here used in its broad sense to 
include cooking and sewing, as well as drawing, shop work and other forms of con- 
structive work. 

Courses of study were outlined in the new subjects, such special teachers as were 
needed to start the work were appointed, kitchens and work-shops were fitted up, and. 
the instruction of pupils began in 1888. 

Drawing and Constructive Work. 

The course of study in manual training for the elementary schools adopted by the 
Board of Education May 27, 1903, includes an eight years' course in drawing and con- 
structive work, besides the courses in sewing and cooking. Drawing and constructive 
work embraces all the manual training work, except sewing and cooking, the term? 
drawing being used to cover all fields of representation and design, and the term con- 
structive work to embrace all forms of making. The several lines of manual training are 
shown in relation in the following classification: 

Manual Training: 

1. Sewing. 

2. Cooking. 

3. Drawing. 

(a) Freehand. 

(b) Mechanical. 

(c) Design. 

4. Construction or making. 

(a) In class room. 

(b) In shop. 

As shown in the syllabus which accompanies the course of study, 
" The general purpose of the instruction in the manual branches is the development 
of the power to observe accurately and to express freely ; the development of muscular 
co-ordination, or manual dexterity ; the development of individuality and originalitjr 
in planning and execution ; the fostering of a love of order, neatness and system ire 
work, of a love of beauty and an appreciation of what contributes to that desirable 
attribute — taste. Further, the manual arts are taught to the child in order that, through 
the expression of his deep-lying instincts to tell, to construct and to decorate, he may 
become conscious of his own powers and of their value, of his relation to his fellows^, 
and to the world in which he lives. 

" The course in the arts is thus presented as a co-ordinate whole rather than as se. 
series of unrelated subjects. The different branches — drawing, construction and desigre 
— are closely related to one another, in order that the exercises may rise as far as possi-- 
ble in the child's interest in his immediate surroundings." 



84 

Free Hand Drawing. 

Instruction in the free-hand representation of objects is given during the entire 
eight years. During the first four years the work consists in the drawing of leaves, 
flowers, fruits and other natural objects, together with balls, boxes and other common 
things whose forms are based upon the sphere, the cylinder and the prism. Attention is 
directed to mass, proportion and direction of line, the aim being to secure drawings 
which are large and free. 

In the fifth year the drawing of groups of objects is introduced, and the principles 
of pictorial composition are taken up and applied. In the sixth year special attention 
is given to the principles of perspective. In the seventh and eighth years the same 
work is continued, an additional variety of forms being introduced and special attention 
being given to the drawings of cylindrical and conical objects, the drawing of plant 
forms, and forms distinguished by fine line, color and proportion. 

The materials used in this free-hand drawing are crayon, charcoal, chalk, pencil 
or brush. During the first four years special attention is given to illustrative drawing, 
the child making simple drawings in crayon, charcoal, pencil or water color to illustrate 
incidents in his own experience, stories which he has been told, and pictorial ideas 
developed in the nature study and other branches. 

Free-hand drawing is one of the best means of training a child to see and to ex- 
press what he sees. It is an essential part of education and should have a large place 
in the elementary schools. The instruction in this branch is the njost practical part of 
the whole course in manual training and the one in which the best results are now 
obtained. The main defect in the work lies in its failure to connect with the instruction 
given in the other branches. Drawing is a universal tool to be used in studying all 
objects and it might be made a powerful means of strengthening the work of the school 
as a whole if it could be correlated with, the nature study, the history, geography and 
other thought subjects, but this can never be accomplished so long as it continues to 
be a special subject tacked on to the regular course and managed by special teachers. 
Drawing can only become an integral part of the work as a whole when special teachers 
are finally dispensed with and regular teachers are held entirely responsible for the 
instruction in this branch. Drawing is not a new subject in the City schools. It has 
"been taught for nearly half a century. Teachers have had ample time to prepare them- 
selves to handle the subject and they should now be required to do so without extra 
assistance. A large proportion of the regular class teachers are already able to assume 
this responsibility and they should be required to do so. It is imperative that this be 
done at once, not only for the purpose of economizing money, but primarily as a means 
■of improving the teaching of drawing in the schools. A special teacher may help a weak 
teacher, but she only hinders a competent one. Teachers of ability should be freed from 
the incubus of special supervision. 



B5 

Constructive Work and Design. 

In addition to free-iiand drawing, there is a line of constructive work extending 
through the full eight years which consists in planning, making and decorating simple 
articles which are made out of paper, cartridge paper, cardboard, straw board and 
other materials too numerous to mention. The syllabus prescribes that the articles made 
should be suggested by the pupil's needs in school and at home, and that they should 
be decorated with original designs adapted to the material used and consisting of 
original modifications of geometrical units or units derived from natural forms. It is 
required that pupils be brought to understand the reasons for each step taken, and 
simplicity of form and design be emphasized. The aim is to familiarize the child with 
simple tools and materials and with the use of simple decorative elements. 

In the sixth year pupils begin to give special attention to the principles of working 
drawings. An attempt is made to have them see the necessity for making a plan before 
constructing an article and they are required to devise original modifications. 

During the seventh and eighth years, in schools having work-shops, boys go to the 
shop and make simple articles in wood. These are decorated with designs which are 
supposed to-be original. In schools not provided with shops, during these years both 
the boys and girls make patterns, working drawings and designs for articles which they 
construct in cardboard and other materials that can be manipulated in an ordinary 
class-room. Instruction in color parallels the work in construction and design, color 
harmony in nature and industrial art being studied in its application to decorative 
design. 

A great variety of promiscuous activities have been put into the schools under 
the name of constructive work. In all grades children spend much time in planning, 
making and decorating paper books, paper calendars, pasteboard boxes, pasteboard 
picture frames, match strikes, pasteboard bill books, wooden boxes, wooden biackets 
and innumerable other articles which the course of study says they need either in. 
school or at home. This constructive work is supposed to call for origination or- 
invention on the part of the child, but in practice most of it is the merest imitatiom 
or copying. 

In all work of this kind each child requires a large amount of individual atten- 
tion, and such instruction is therefore not adapted to the City schools under their 
present organization, because one teacher cannot look after fifty children in this sort 
of work with any fair degree of success. In her struggle to accomplish what is required 
by the course of study she prolongs the lesson far beyond the time allowed and 
neglects more important things. Besides, there are no adequate facilities in the 
ordinary school-room for constructive work, which requires numerous tools and 
materials, all of which must be distributed and collected during every lesson. This, 
too, eats up time. 



86 

Most of this constructive work in the schools has no connection with anything 
•else. It is simply an aimless making of articles which have no possible use. In its 
-present stage of development the greater part of such work in the regular class-rooms 
is so unreal and makes so little demand for thought on the part of the children that 
its educative value does not entitle it to a place in the schools. It is a waste of time 
and material. This does not apply to the part of the work which is carried <in in 
*he shops, where conditions are more favorable and results more satisfactory. 

The Waste Should Not Continue. 

This attempt to introduce the manual arts into the clcuientary schools is a crude 
application of an undeveloped theory in education. It is an experiment, and experi- 
ments are a necessary part of educational progress, but they should be confmed to 
model schools and other pedagogical laboratories until the work can be made prac- 
tical. To carry on such an experiment with half a million children is a criminal waste 
of time. All students of education have come to see that the manual arts nnist 
eventually have a large place in education because construction or making is the 
primitive and fundamental mode of mental growth, but the attempt to realize this 
theory in practice under present conditions is beset with difficulties that arc fairly 
insurmountable. h''or one thing, it is not easy to supply an adequate motive for 
constructive work in the school-room. In everyday life men are led to make things 
because they need them, but, so far. the attempt to supply this motive in the school- 
room has been a deplorable failure. Even the children are not deceived. They know 
■only too well that the articles which they make have no practical use, and that their 
*vork is so far not real. 

This unreality can never be overcome so long as the school continues to be 
merely a place apart from life. Some day, when conditions arc ripe for the advance 
and people generally come to a realization of the fact that education is doinc and 
that children must make things in order to develop, the school will have a direct 
connection with the actual work of the outside world and a plan will be wrought 
out whereby the older children, at least, can be employed in real manual tasks for 
an hour or two each day. The attempt to import manual work into the school-room 
is the crude beginning of this new development in education. Mock dressmaking, 
dummy kitchens and make-believe carpenter shops in the school-house foreshadow a 
coming reality. Science is now organizing industry and it must eventually overtake 
the poor, isolated school and throw it into a practical working relation with the 
industrial life of the nation. Constructive work, as education, will then become a 
reality. Meanwhile the Board of Education ought to recognize the sharp limitations 
•which should be put upon all constructive work in the ordinary class-room and not 
permit pupils and teachers to continue wasting time in this direction. 



87 

Supervision of Drawing and Constructive Work. 

The teaching of drawing and constructive work in the schools is under the general 
supervision of three directors, who are appointed by the Board of Education for a 
term of six years, and are suliject to the supervision and direction of the City Super- 
intendent. 

Under the provisions of the Charter (section 1079) no person is eligible for 
election as a director of a special branch who is not a graduate of a college or 
university recognized by the State of New York, a graduate from a course of pro- 
fessional trainiiig of at least two years in the special branch that he is to supervise 
or teach, and a teacher of that special branch with at least three years' successful 
experience. 

The director for Manhattan and The Bronx supervises the instructions in the 
workshops in these two boroughs, as well as the teaching of drawing and constructive 
work, his special title being " Director of Manual Training." - 

The directors are assisted by fifty-four special teachers of drawing who visit 
the .schools to which they are assigned, inspect the work of the various classes, give 
model lessons and instruct the regular teachers. The following table shows the cost 
of supervising the instruction in drawing in the five boroughs : 

Cost of Supervision. 



Name. 



Position. 



Appointed. 



Salary. 



Ma)iliaitan and The Bronx. 

James P. Ilaney Director 

Frances Alexander Special 

.Sarah A. Coman Special 

Julia C. Cremins Special 

Helen ,\. Daley Special 

Helen ^1. De\'eaii Special 

Isabelle Imrie Special 

Jessie J. Kellogg Special 

Beccie Lewenthal Special 

Louisa Pierce Special 

Anna G. Price Special 

.\bby P. Reed Special 

Estelle Spencer Special 

Ida Teed Special 

Grace E. Townley Special 

Adelaide V. Watkins Special 



Sept. 14, 

Teacher June i. 

Teacher Nov. 

Teacher Sept. 13, 

Teacher Sept. i, 

Teacher June i, 

Teacher Oct. 20, 

Teacher Oct. 20, 

Teacher Feb. i, 

Teacher Sept. 13, 

Teacher. .1 Sept. g, 

Teacher Sept. 13, 

Teacher Sept. 9, 

Teacher Oct. 20, 

Teacher June i, 

Teacher Sept. 9, 



1896 


$4,QOO 00 


1898 


1,100 00 


1874 


1,400 00 


1897 


1,400 00 


1899 


1,400 00 


1880 


1,200 00 


1897 


1,400 00 


1897 


1,400 00 


1897 


1,400 00 


1897 


1,400 00 


1901 


1,200 00 


1897 


1,400 00 


I90I 


1,200 00 


1897 


1,400 00 


1897 


1,400 00 


1901 


1,200 00 



88 



N;imc. Position. Appointcil. Salary. 

F.niily .A. Weaver Special Teaclier Sept. 9, igoi #1,100 00 

EvaiiKelitie Williams Special Tenehcr Sept. 13, 1807 1,400 00 

Adeline Mills Special Teaclier Dec. i, 1902 1.300 00 

Helen IT. Shreve Special Teacher )~)ec. 1, 1902 1,300 00 

Kunice F. Faulkner Special Teacher Dec. 1 , 1902 1,200 00 

Ida A. Stone S]>eci;il Teacher .■\pr. i, 1003 1,100 00 

Margaret B. Parker Special Teacher .\pr. 13, 1Q03 1,200 00 

Grace E. Osborn Special Teacher .\pr. 1 , 1 903 1 . 1 00 00 

Mildred B. Ruser Special Teacher Apr. 1, 1903 1,000 00 

Maria E. Gurnec Special Teacher .\pr. 1, 1903 1,000 00 

Jessie H. BinRliam Special Teacher May 1 , 1 003 i ,200 00 

Jessie I-. CIourIi Special Teacher May 4, 1903 1,200 00 

Elizabeth E. Morse Special Teacher Sept. 14, 1903 1,200 00 



Total $39,200 00 



Brooklyn. 

Walter S. Goodnoush Director Jan. 12, 1896 $4,000 00 

Susan M. Orr Special Teacher Nov, 15, 1878 1.400 00 

Fannie J. Cooke Special Teacher Oct. s, 1892 1,400 00 

Carrie W Coiiklin Sjiecial Teacher Sept. 1, 1894 1,400 00 

Edna C. Fay Special Teacher Dec. 1, 1896 1,400 00 

Lilia A. IlRcnfritz Special Teacher Sept. 1, 1898 1,400 00 

Esther .X. Smith Special Teacher Feb. 6, 1899 

Harriet S. Peck Special Teacher Feb. 6, 1899 

Elvie DeGrasse Coster Special Te.nehcr Oct. 1, 1899 

IJlian lUirdon Special Teacher Jan. 1, 1898 

Eva D. Walker Special Teacher Nov. 1 , 1 899 

Mary Spencer Special Te.achcr Feb. i, 1900 1,300 00 

Lillian ]\T. Macclinchey Special Teacher Apr. i, 1901 1,40000 

Sylvia C. Warren Special Teacher May 20, 1901 1,200 00 

Kate C. Simmons Special Teacher Sept. 9, 1901 1,20000 

Grace 1.. Wright Special Te.icher Sept. 9, 1901 1,400 00 

Edna 1ST. Nicholl Sjiecial Teacher June 16, 1903 1,000 00 



1,400 00 
1,400 00 
1,300 00 
1,400 00 
1,300 00 



T'^'-'*' $25,300 00 



Queens. 

Frank TT. Collins Director $3,900 00 

AuRusta Williams Special Teacher Dec. 30, 1898 1,400 00 

Margaretta Taylor Special Teacher Jan. 2,1901 1,20000 



89 



Name. Position. 

Antoinette L. Brown Special Teacher . 

Maud Calkins Special Teacher . 

Mary J. Swick Special Teacher . 

Mary J. Ouinn Special Teacher . 

Marion Hurlburt Special Teacher . 

Josephine M. Littig Special Teacher. 



Appointed. 


.-^.iiar\- 


Sept. 10, 


1901 


<);i,ioo 00 


Sept. 10, 


1901 


1,200 00 


Sept. 10, 


1901 


T,200 o> 


Sept. 10, 


1 90 1 


1,100 00 


Sept. 8, 


1902 


1,000 00 


Oct. I, 


1903 


1.000 00 



Total $13,100 00 



Richmond. 

Alexander J. Driscoll Special Teacher May i, 1902 $j,i6o 00 

Mary E. Pinkham Special Teacher Sept. 9, 1901 1,000 00 



Total $3,160 00 



Total in all boroughs $8o,;6o 00 

Possible Reductions in This Force. 
As already stated, a large number of the regular teachers in the schools have now 
become so proficient in drawing that they are abundantly able to give the instruction 
in this branch without the help of a special teacher. If all such teachers were excused 
from special supervision it would be possible to make large reductions in the present 
corps of special teachers. The elimination of that part of the constructive work which 
has no intrinsic value would also reduce the need for special teachers. 

In addition to this, the introduction of the departmental system of teaching into 
the higher grades of a large number of the grammar schools makes it practicable to do 
away with the services of special teachers of drawing in departments in which this sys- 
tem is in operation. The instriKtion in drawing and constructive work in such schools 
is now in the hands of teachers who have special aptitude for the work and who 
naturally develop skill in this direction. The feasibility of dispensing with the special 
teachers of drawing in the grammar schools is fully recognized by Dr. James P. Haney, 
Director of Manual Training, Manhattan and The Bronx, who is already preparing to 
adopt this policy in his field of work. In a report to Superintendent William H. Max- 
well, printed in the last annual report, Dr. Haney says : 

"The large increase in the number of grammar schools having departmental work 
in the last two school years has also served to advance the interests of the arts. During 
the past year over seventy grade teachers have been assigned to departmental work 
in drawing in the Borough of Manhattan alone. For the most part these teachers have 
been chosen because of their liking and aptitude for the work, and for the most part 
they have labored diligently to improve their knowledge and their skill. The re- 
.sponsibility for the drawing and construction in these schools has thus been largely 



90 

placed in the hands of those who could devote their entire time to its study and teaching. 
Higlier standards and more thorough instruction have, in a majority of cases, re- 
sulted, while the future points to still greater development of the work and to the 
better technical training of these teachers." 

My understanding is that Dr. Haney is now giving a special course of instruction 
to teachers of drawing in the grammar schools with a view to having them take entire 
charge of the work during the coming term, which opens in September. 

Cost of Supplies. 

1 he mstruction in drawing and constructive work requires a great variety of 
costly materials. The list of supplies furnished in 1903 includes 36 different kinds of 
paper, besides a great variety of brushes, colors, models, drawing instruments, and 
such materials as are used in the constructive work previously described. The following 
is a detailed list of the drawing and constructive supplies used in the schools during 
the calendar year 1903, together with their quantity and cost, the aggregate cost of 
such materials being $71,788.72: 

Approximate Quantity and Cost of Materials Used in Connection with the Course of 
Instruction in Drawing and Constructive Work in the Day and Evening Elementary 
Schools during the Calendar Year 1903. 



Unit Total 

Description of Goods. Quantity. Unit. Price. Cost. 

Boards, modeling, 7 x pj^ inches 1,075 100 $3.23 $34 72 

Book linen, assorted, 14 X 18 inches 656 100 2.71 1.777 76 

Boxes, _\vood, for drawing instruments, 8^4 x 2j^ x 

1 inch 7,020 1,000 22.00 154 44 

Boxes, wood, for drawing instruments 848 i,ooq 20.00 16 96 

Brushes, extra, for color box 979/4 Doz. .I4J4 142 03 

Brushes, camel hair. No. 2 261 Doz. .22 86 13 

Brushes, camel hair, No. 4 770 Doz. .48 369 60 

Brushes, camel hiir, No. 7 6,662 1-6 Doz. .25 1,665 54 

Brushes, camel hair, imported, No. 5 790^4 Doz. .20 158 10 



Brushes, camel hair, imported. No. 6 947 1-6 Doz. .22 208 38 

Brushes, sable, imported. No. 7 741 Doz. .50 370 50 

Cardboard, gray, 22x28 inches 30,383 Sheet .021-5 668 43 

Chalk, 6 colors (}4 gross in box) 2,167 Box .70 1,516 90 

Charcoal, Bcrville's (Grammar), box of 50 2,461 Bo.x .24 590 64 



Charcoal, ordinary (Primary) 3,009 Box .06 



Charcoal, fine 3 Box . 06 18 

Clay, in bags 25,967 Pound .oif^ 357 05 

Color box 11,130 Each .10 1,113 00 



1,075 


100 


656 


100 


7,020 


1,000 


848 


1,000 


979^ 


Doz. 


261 


Doz. 


770 


Doz. 


6,662 1-6 


Doz. 


790;^ 


Doz. 


947 1-6 


Doz. 


741 


Doz. 


30,383 


Sheet 


2,167 


Box 


2,461 


Box 


3.009 


Box 


3 


Box 


23.967 


Pound 


11,130 


Each 



180 54 



91 



Description of Goods. 



Quantity. 



Unit. 



Unit 
Price. 


i'ofal 
Cost. 


j|l .00 


$4,882 16 


•45 


135 II 


•75 


328 19 


1-35 


80 54 


1.61Y2 


17 17 


2.87K2 


II 02 


.01 


680 36 


I^25 


528 12 


• oiH 


7 43 


.82 


615 82 


■59 


59 89 


1.44 


1,152 00 


.84 


8 47 


.06 


108 78 


•03 


8 04 


1-15 


2,906 05 


1.50 


1,891 12 


• 04.M 


798 43 




55 00 


1-75 


873 18 


•14 2-3 


1,998 19 


1.50 


63 00 


.58 


31 03 


1.32 


3>ii3 88 


1.40 


295 40 


•70 


134 29 


.20 


432 60 


•37^ 


708 00 


.60 


62 40 


•72 


3,048 84 


•75 


44 25 


.75 


39 00 


.65 


169 00 


•75 


44 25 


•75 


41 25 


•35 


9 80 



Colors, cake, red, etc., 6 colors 

Colors, moist tube, white, blue, etc 

Colors, F. W. Devoe & Co.'s superior moist water, 
in y^ pans 

Colors, alizr.rine, crimson, brown, etc. 

Colors, cadmium-pale, yellow, etc 

Colors, aureolin, burnt carmine, etc 

Colors, separate, to refill color box 

Colors, separate, to refill color box 

Color trays, separate, 4 colors, to fit color box. . . . 

Compasses, without pencils, Faber's No. 1754.... 

Compasses, without pencils, Faber's No. 576 

Compasses, without pencils. Eagle No. 569 

Compasses, without pencils. White's 

Compasses, leads for. No. 569 

Compasses, leads, boxes. No. 3 

Crayons, 6 inches, red, etc., 8 colors 

Crayons, checking. No. 6 

Crayons, colored, 3J/2 inches long, i each of 7 
colors 

Crayons, colored, 7 colors 

Cups, enameled water color 

Denim 

Easels, pine, folding, 6 feet high 

Fixatif, 2-ounce bottles 

Glue, liqiiid, Le Page's, 4-ounce bottles 

Hektograph, 141^ "x-gYz inches 

Ink, India, liquid, hottics 

Mechanical drawing kits. No. i 

Mechanical drawing kits, No. 2 

Mechanical drawing kits. No. 3 

^lodels, drawing, 2 inches, 50 in box, Nos. i 
to II 

Models, drawing, 6x12 inches, cone 

Models, drawing, cylinder 

Models, drawing, cube 

Models, drawing, square prism 

Models, drawing, square pyramid 

Models, drawing, square plinth 



188,216 


100 


300 14 


Doz. 


437 7-12 


Doz. 


59 2-3. 


Doz. 


io!4 


Doz. 


3 5-6 


D'oz. 


68,036 


Cake 


42.250 


100 


594 


Each 


751 


Doz. 


i8i^4 


Doz. 


800 


D'oz. 


10/. 


Doz. 


1,813 


Doz. 


268 


Box 


2,527 


Gross 


I,26oJ4 


Gross 


16,809 


Box 


1,000 




49,896 


100 


13,624 


Yard 


42 


Each 


53 K2 


Doz. 


2,359 


Doz. 


21 1 


Each 


191 5-6 


Doz. 


2,163 


Kit 


1,888 


Kit 


104 


Kit 


4,234J^ 


Box 


59 


Each 


52 


Each 


260 


Each 


59 


Each 


55 


Each 


28 


Each 



92 



Description of tiooJs. 



Quantity. 



Unit. 



M ink-Is, iliavviiiji;, roiiiul pliiilli 

Models, drawing, licxagonal prism 

Models, drawing, hexagonal pyramid 

Models, drawing, spheres 

Models, drawing, small solids 

Models, mechanical drawing 

Model stands, adjustable to desk 

Palettes, water color, enaniolod 

Paper, colored, books, 96 colors, printed names, 
4x1 inches 

Paper, colored books, 60 colors, 5 x 1 ;4 inches, 
two tints 

Pai)er, colored, teachers', 8x6 2-3 inches, 6 
packs of 18 sheets to bundle 

Paper, parquetry, bundles containing 1,500 forms. . 

Paper, colored, 4x4 inches, package of 100 
sheets 

Paper, colored, 3x9 inches, package of 100 
sheets 

Paper, colored. 5x5 inches, package of 100 
sheets 

Paper, colored, package of 100 sheets 

Paper, colored, 6x9 inclies, package of 100 
sheets 

Paper, colored. Prang's No. 7 

Paper sheets, J4 x 28 inches, assorted colors 

Paper, '4 x 9 inches marginal strips, package 
of 1 00 

Paper, engine colored, assorted, 6x9 inches, 1,000 
sheets 

Paper, engine colored, assorted, 6x9 inches.... 

Paper, folding, 5x5 inches, engine colored, 
assorted, 1,000 sheets 

Paper, folding, heavy, 7x7 inches, assorted colors, 
1 00 sheets 

Paper, folding, 4x4 inches, package of 100 
sheets 

Paste, 5-pound cans 

Paper, drawing, white, 7x9 inches 

Paper, drawing, white, 8 x ioYz 

Paper, drawing, white, 9 x 1 1 1^^ '. 

Paper, drawing, white, 10 x 14, for brush work.. 

Paper, drawing, white, 12X 16 



26 




Kach 


32 




Each 


23 




Each 


2 




Each 


4.365 




100 


16 




Box 


J 72 




Each 


29>953 




100 


T 12 


.■;-6 


Doz. 



406 


Bundle 


564 


Bundle 


854 


Package 


225 


Package 


2,476 


Package 


38 


Package 


455 


Package 


I 


Bundle 


433 


Sheet 


683 


Pkg. 


518 


Pkg. 


2 


Pkg. 


4.531 


Pkg. 


12,425 


Pkg. 


2,221 


Pkg. 


48 


Can 


7.135 


Ream 


S.921 


Ream 


6,145 


Ream 


1,000 


Ream 


iiS 


Ream 



Unit 
Price. 


Total 
Cost. 


•35 


*9 10 


.90 


aS 80 


.90 


20 70 


.90 


I 80 


1.50 


65 48 


2.39 


38 24 


•75 


129 00 


1.68 


503 2T 


•13 


14 67 


• 94 


18 33 


• II 2-3 


47 36 


.08 2-3 


48 88 


.07 


50 78 


• ii'/4 


25 88 


• iiM 


278 55 


• 14/2 


5 51 


.22 


100 10 


•55 


55 


•03 1-5 


13 86 



• 01^ 



• 39 1-3 
• 44 



203 75 



• 1 7 1-3 


785 37 


.07 


869 75 


.01 2-3 


37 02 


•30 


14 40 


•31 


2. 211 85 


•41 1-3 


^.447 35 


•S09 


3.T27 80 


.689 


689 00 


•05 


123 90 



93 



Description of (loods. 



Quantity. 



Unit. 



Unit 
Price. 



Total 
Cost. 



Paper, drawiuji;, white, 15x22 

Paper, drawing, yellow, manilla, 7x9 inciies.... 

Paper, drawing, yellow, manilla, 8 x lol/i inches. 

Paper, drawing, yellow, manilla, 9x11^ inches. 

Paper, drawing, yellow, manilla, 12 x 18 indies. . 

Paper, drawing, gray, manilla, 7x9 inches 

Paper, drawing, gray, manilla, 8 x io>^ inches.. 

Paper, drawing, gray, manilla, 9x115/2 inches.. 

Paper, bogus, for colored chalk work, 7x12 
inches 

Pictures for study 

Paper oak tag, 7^ x 10 inches 

Paper, oak tag, 9x14 inches 

Paper, oak tag, 24 x 36 inches 

Paper, imperial tinted crayon 

Paper, charcoal, white, french, in pads 11^ x 
i5j'2 inches. 

Paper, charcoal. Royal, 12^x19 inches 

Paper, charcoal, white. Royal, 19x25 inches 

Paper, cartridge, assorted, 14 x 18, 1,000 sheets to 
package 

I'aper, German 

Paper, tracing, ordinary, 7J/2 x 10 inches 

Paper, 15 x 11 inches, for mechanical drawing.... 

Paste, Iliggins' liquid, 14-ouncc jars 

Pens, right line 

Plastic erasers, for teachers' use 

Prism, glass, 5 inches 

Prism, glass, 6 inches 

Prism, glass, 8 inches 

Protractors, horn 

Protractors for blackboard, wood 

Protractors, brass 

Rulers, 12-inch, brass edge 

Spatulas 

Splints, lo-inch, colored 

Si)lints, 6-inch, colored 

Sticks, colored, square, i-inch 

Sticks, colored, square, 2-inch 



13-2 


Ream 


8,680 


Ream 


7,333 


Ream 


6,755 


Ream 


61 


Ream 


9. 155 


Ream 


7.790 


Ream 


7,424 


Ream 


7,208 


Ream 


16 


Set 


1,929 


Ream 


2,569 J'. 


;-20 Ream 


281 


Ream 


4 


Quire 


280 


Pad 


8305^ 


Quire 


35 


Quire 


3,78s 


Pkg. 


5 


Yard 


680 


Quire 


22 


■ Ream 


4,853 


Jar 


50 I 


-3 Doz. 


633 


Doz. 


339 


Each 


149 


Each 


254 


Each 


85 


Doz. 


95 


Eacii 


4,968 


Each 


2,150 


Doz. 


IS 7-12 Doz. 


224,500 


1,000 


401,800 


1,000 


89,000 


1,000 


77,000 


1,000 



.2l'/2 $292 38 

.14^4 1,236 90 

.193 1,415 27 

• 23 2-3 1,598 68 



•50 

■ 14% ■ 

•19^ 

.24^ 

.17K2 

.50 

•3iKa 

.63^ 
4.20 
1.30 

■25 

• IS 

• 30 

■72 

. 12 

.48 
3. 10 

.288 
1 . 10 

.25 

.08 
.08 

. 12 
I. 25 
I. 19 

.0454 

.38^ 

.60 

.83 

•50 

.os!4 

.07^ 



30 so 

1,338 92 
1,519 05 
1,791 04 

1,261 40 

8 00 

607 64 

1,631 73 

1,180 20 

5 20 

70 00 
124 58 

10 so 

2,725 20 

60 

326 40 

68 20 

1,397 66 

55 37 

158 25 

27 12 

11 92 
30 48 

106 25 
113 OS 
223 s6 
827 75 
9 35 
186 34 
200 90 

4 67 

J 

5 58 



94 



JJiscriiitioii of (.'loods. 



Sticks, colored, square, 3-inch 

Sticks, colored, square, 4-inch 

Sticks, colored, square, 5-inch 

Strawboard, 9 by 12 inches, 50 sheets to package. 

T squares 

Triangles, wood, medium, 30 by 60 degrees 

Triangles, wood, 45 degrees 

Triangular scales 

Brushes, water color, Japanese .^ 

Crayon, Conte black 

Crayon, sauce, Lemoinc 

Drawing instruments, Cicrman silver 

Paper, drawing, Whatman's 17 l)y 22 inches, 34- 
])ound 

Paper, drawing, Whatman's, 22 l)y 30, 72-pound. 

Paper, drawing, Japanese rice, gj/^ by 12I/2 inches 

Paper, drawing, Japanese rice, 11 by 15 inches.. 

W. C. brushes 

Paper, gray, i^stompes. No. 2 

Paper, "gray, Estompes, No. 4 

Paper, gray, Tortillon's 

Thumb tacks, in gross boxes 

CconiL-trical solids 

]'a])er, antii|Ue crayon 

r.rass crayon holders 

Crayon, checking, Eagle, Nt). 1712, red 

Crayon, checking, I'^agle 

Crayon, checking. Eagle, Dixon's 

Mechanical drawings 

T squares 

Grand total 



Quantity. 


Unit. 


Price. 


Cost. 


77,000 


1,000 


• 09 yi 


«7 12 


93,000 


1,000 


.Il3/i 


10 93 


71,000 


1,000 


•i4-}4 


10 47 


2,466 


Pkg. 


• I- 


419 22 


6s-6 


Doz. 


.90 


6 15 


2,617 


Each 


• 05 


J30 85 


3.306 


Each 


.021^ 


82 65 


213 


Each 


•35 


74 55 


338 


Doz. 


.18 


60 84 


29 


Gross 


•45 


13 05 


2/8 


Gross 


2.30 


4 89 


445 


Box 


1^95 


867 75 


298 


Quire 


.78 


232 44 


158^ 


Quire 


1.65 


261 53 


343 


Ream 


2.95 


1,011 85 


29 


Ream 


3.60 


104 40 


6 1-6 


Doz. 


.20 


I 23 


S'A 


Gross 


.48 


4 08 


118 5-12 


Gross 


•72 


85 26 


6 


(jross 


.48 


2 88 


4,641 


Gross 


.20 


928 20 


I 


I'kg. 


.18 


18 


20 


^'ard 


. 12 


2 40 


2M 


Doz. 


.18 


50 


K' 


Gross 


5^50 


2 75 


6 


Gross 


3-50 


21 00 


2 2-3 


Gross 


6.00 


16 CO 


38 


Box 


2.45 


93 10 


3V4 


Doz. 


1.30 


4 87 




$ 


71,788 72 



Shop Work. 
As already stated, in boys' schools the constructive work in the upper grades con 
sists for the most part of simple work in wood which is carried on in the ordinary 
class-rooms or in the sho])s i)rovidcd for tlic ptirposc. The first work-shop was opened 
in old School No. i (now 180) in Vandewater street, in 1887. By the close of the fol- 
lowing year six more shops had been opened and the work of installing such plants has 



95 

proceeded gradually, until there are now forty-four w(M-k-.sliops in operation in Man- 
hattan and The l>ronx. Shop work has not yet been introduced into the elementary 
schools of Brooklyn, Queens and Richmond, hut it will he in the near futin-e when the 
shops now being fitted up are ready for occupation. 

A shop usually contains fifteen work benches, each acconnnodating two boys and 
thirty sets of common tools, including planes, chisels, saw.s, hammers, screw drivers, etc. 
It is fitted up with cases and closets for tools, models, finished articles and supplies of 
various kinds, and has enough recitation chairs to acconmiodate the boys during the 
class instruction, which usually precedes individual work at the bench. The total cost 
of fitting up a new shop, including all necessary supplies for one year, is estimated at 
$750. 

Cost of Shoi^ Instruction. 

The instruction in the shops is given by teachers who are assigned to sch(H)ls havinof 
shops and who devote all their time to this particular work. A single school usually 
occupies the full time of one teacher, although in several instances the sv.me teacher 
has charge of the work in two schools, dividing his time Ijctween them. The Civil 
List for January, 1904, contains the names of thirty-two shop teachers whose salaries 
aggregate $43,290 per year. A shop teacher receives $900 for the first year and an annual 
increase of $105 until a maximum of $2,160 is reached. 

To be eligible for election as a teacher of shop work in the elementarv schools of 
the City a person must be a graduate from a recognized high school or institution of 
equal rank, and must have completed a satisfactory course of professional trainino- of at 
least two years in shop work. He must pass a written examination in plain geometry, 
mechanical and free-hand drawing, the principles and practice of shop work, methods of 
instruction and class management, and also an oral examination which includes tests 
of technical skill and ability to instruct children. 

Cost of Shop Supplies. 

The list of work-shop supplies includes 171 different items, the majority of which 
are tools of various sizes or brands, and wood of different kinds. The following is a 
list of the work-shop supplies used during the calendar year 1903, together with the 
•quantity and cost of each : 
Approximate Quantity and Cost of Materials Used in Connection with the Course of 

Workshop Instruction in tlie Day and Evening Schools during the Calendar Year 

1903. 

Unit Total 

D'escription of Goods. (Quantity. Unit. Price. Ccst 



Alcohol 1 Quart . 88 $0 88 

Awls, scratch awl, 2yi-mch forged blade, maple- 
wood handle 1.510 Each .04 60 40 

Benches, as per specifications and drawings.... 175 Each 36.00 6.300 00 



96 



Description of Goods. 



Quantity. 



Unit. 



Unit. 
l-'n:e. 



Total 
Cobt. 



IJcvtLs 3 Each . 27 

Bits, twist, 416 inch 181 Each . 10 

Bits, twist, 6-16 inch 149 Each . 11 

Bits, twist, 8-16 inch 202 Each .12 

I 

Bits, twist, 1016 inch 90 Each . 13 

liits, cast-steel, bright centre, 3-16 inch 7 Each .04 

Bits, cast-stecl, briglit centre, H inch 31 Each .05 

Bits, cast-steel, bright centre, f'g inch 13 Eacli .05 

I 

Bits, cast steel, bright centre, Yz inch 35 Each .06 

Bits, cast-steel, briglit centre, Ys inch 13 Each .07 

Bits, small, expansive, boring, from ->^ inch to 

i%_ inches 54 Each .54 

Bits, gimlet, 2-32-inch, 4-32-inch, 6-32-inch, 

8-32-inch 529 Each .05 

nits, screwuriver 84 Each .05 

Boxes, mitre, for molding zYz to 4 inches.... 21 Each 1.14 

Braces, 6-inch sweep, ball bearing 448 Each .35 

Brushes, varnish, i ;X -inch flat 1,280 Each .04j4 

Butts, brass, i inch, middle 174 Doz. .06 

Chisels, firmer, 5>4 inches from bolster to ])oint, 

best quality, i inch 760 Each . 2 1 1/2 

Chisels, firmer, 5'/< inches from bolster to point, 

best quality, Y inch 909 Each .171/^ 

Chisels, firmer, 5^2 inches from bolster to point, 

best quality, ;4 inch 731 Each •^zVi 

Cloth, emery. No. 00 to i Vj 163-10 Ream 7.25 

Countersinks, rose, countersinks, case steel, Y2 

inch 91 Each .0834 

Dividers, winged, 6-inch heavy cast-steel joint 

and set screw 464 Each . 1 1 54 

Dowels, wood, '4 inch 3.869 100 feet -ogj^ 

Dowels, wood, V& inch 3.919 100 feet .11Y2 

Dowels, wood, Y2 inch 3,066 100 feet . 13 

Emery. Nos. 40 to 150, lo-lb. cans 5 Can .55 

Files, flat, bastard. 10 inches 189 Each .1054 

Files, flat, second cut, 10 inches 218 " Each .12Y2 

Files, half-round, bastard, 10 inches 215 Each .14 

Files, half-round, second cut, 10 inches 142 Each .15^ 

Files, round, bastard, 10 inches 82 Each .o8j4 

Files, 3-snuare. taper, smooth, 6 inches 233 Each' .05 

Gauges, bit. gauges for liits up to i inch 22 Each .15 



$0 81 
18 10 
16 39 
24 24 
1 1 70 
28 

1 SS 
65 

2 10 
91 

29 16 



26 


45 


4 


20 


23 


94 


156 


80 


57 


60 


10 


44 


163 


40 


159 


08 


98 


69 


118 


18 



7 96 



52 


20 


3 


68 


4 


51 


3 


99 


2 


75 


20 


32 


27 


25 


30 


10 


22 


01 


7 


17 


1 1 


65 


3 


30 



97 



Description of Goods. 



Quantity. 



Unit. 



Unit. 
i'lice. 



Total 

Cost. 



Gauges, boxwood, plaited head, brass thumb- 
screws and shoe 

Glue, liquid, fish, gallon-cans, can included. . . . 

Gouges, firmer, 5J4 inches from bolster to point, 
best quality, J4 inch 

Gouges, firmer, 5J4 inches from bolster to point, 
best quality, Yz inch 

Gouges, firmer, 5P2 inches from bolster to point, 
best quality, Y^ inch 

Grinder, chisel 

Hammer, claw 

Hammer, tack, claw 

Handle, chisel, for tanged chisels, assorted, 
applewoods 

Hatchets, 4 inches 

Hooks and eyes, brass, Ys, inch 

Knives, Sloyd, 3-inch blades, extra heavy.... 

Letters, steel, ;4 inch, set of 27 

Levels, 24 inches, cherry, arch top [ilates, 2 
side views, polished 

Locks 

.Mallets, round, lignum, vitae, 3-inch face. . . . 

Nails, cut, 4d 

Nails, cut, 6d 

Nails, cut, 8d 

Nails, cut, lod 

Nails, wire brads, Y2 incli, No. 18 

Nails, wire brads, Ya inch. No. 18 

Nails, wire brads, i inch. No. 17 

Nails, wire brads, \Ya inches, No. 16 

Nails, wire brads, 1 54 inches. No. 15 

Nails, wire, \Ya inches. No. 12 

Nails, wire, i ' i inches. No. 13 

Nails, finishing, i J/> inches 

Numbers, steel, Ya inch, set of 9 

Oil, boiled, in gallon cans 

Oil, hard, in gallon cans 

Oil, sperm, in gallon cans, best quality 

Oilers, brass, i pint 

Oilers, steel, 2^4 -inch diameter 

Paper, sand, Nos. 00 to 3 



832 


Each 


62 


Gallon 


782 


Each 


825 


Each 


503 


Each 


79 


Each 


77- 


Each 


3.^46 


Each 


13/2 


Doz. 


88 


Each 


71 


Doz. 


2,930 


Each 


14 


Set 


. 7 


Each 


3/2 


Doz. 


169 


Each 


120 


100 lb. 


93 


100 lb. 


3>8 


100 lb. 


127 


100 lb. 


294 


Lb. 


266 


Lb. 


143 


Lb. 


141^ 


Lb. 


4 


Lb. 


214 


Lb. 


II I 


Lb. 


121 


Lb. 


17 


Set 


25 


Gallon 


45 


Gallon 


85 


Gallon 


109 


Each 


16 


Each 


94 2 5 


Ream 



1. 19 • 
.24 

.21 

.i8j4 
•54 
•35 
.11^ 

•19K. 
•23 
•05 
•17^ 

1 .20 

.29 
1.44 

.14 
2.60 
2.50 
2.40 
2.35 

.08 

.o6Yz 

• 05 

.04 

■ 03Y2 

■ ozY2 

■ 03% 
.04 
■39 
.65 

1 . 20 

.82 

.14 

■05 
1.44 



?i49 : 


76 


73 


78 


1S7 


68 


173 


25 


94 


3t 


42 


66 


270 


20 


373 


29 


2 


63 


20 


24 


3 


55 


512 


75 


16 


80 


2 


03 


4 


44 


23 


66 


3 


12 


2 


33 


7 


63 


2 


98 


23 


52 


17 


29 


7 


15 


5 


66 




14 


7 


49 


4 


16 


4 


84 


6 


63 


16 


25 


54 


00 


69 


70 


15 


26 




80 


135 


93 



98 



Description of Goods. 



Quantitv. 



Unit. 



Unit. 
I 'rice. 



Total 
Cost. 



I'lanes, block, 6-incli iron, nickel-plated, i^i 

inches 578 

Cutters for above planes 1 54 

Planes, combination. No. 45, adjustable, ma- 
chine, heading 3 

Planes, fore, iron, adjustable. :8 inches, 2-^^ 
inches 

Planes, jack, wood, 15 inches, 2 inches 

Cutters for above planes 

Planes, smoothing, iron, 8 inches, adjustable, 
I J4 inches 

Cutters for above planes 

Plyers, 4^2 inches, flat nose, black 

Plyers, combination, cutting and gas, polished. . 

Rasps, half-round, medium cut, 10 inches 

Rasps, half-round, fine cut, 10 inches 

Rulers, boxwood, 2 feet, 4-fold, arch joint, Sths 
and i6ths 

Rulers, steel, 24 inches., graduated 

Sandpaper . . . v 

Saws, back, 10 inches, for wood, cast-steel, blue 

back 840 

Saws, cross cut, first quality cast-steel blades, 
1 8 inches 

Saws, hack. Star No. o 

Blades, 8 inches 

Saws, nest of, Disston's Pruning, Compass, key- 
hole 100 

Saws, lip, 20 inches, 7 points, first quality, 

rubbed, 4 screws. . . . .' 335 

Saws, sharpening, cross cut 21 

Saws, sharpening, back 48 

Scraper, steel, 3x5 inches i73 

Screw drivers, 4 inches, round blade, ebonized 

handle 646 

Screw drivers, champion, lo-inch blade 54 

Screw drivers, champion, 25^-inch blade 22 

Screws, hand, 10 inches, oiled mnple 374 

Screws, 14 inches, oiled maple i39 

Screws, round head, brass, I/2 inch. No. 3.. 127 

Screws, round head, brass, J/2 inch. No. 2.. 15 

Screws, flat head, bright, J^ inch. No. 3 61 

Screws, flat head, bright. ^ inch, No. 5 84 



Each 
Each 

Each 



Each 



336 


Each 


40 


Each 


17/2 


Doz. 



Set 

Each 
Each 
Each 
Each 

Each 
Each 
Each 
Each 
Each 
Gross 
Gross 
Gross 
Gross 



.09^ 
4-52 



.60 



.48 

•72 
•23 
. 10 
.04 

•07'/^ 

.29 

.09 

.23/2 

•33 

. 10 

.05^ 
.06 



«349 69 
14 63 

13 56 



9 


Each 


1 .60 


14 40 


114 


Each 


.80 


91 20 


66 


Each 


• 14 


9 24 


988 


Each 


1.07 


1,057 16 


89 


Each 


• 13 


> 
II 57 


298 


Each 


.06^ 


19 37 


21 


Each 


•55 


II 55 


177 


Each 


.21 


37 17 


90 


Each 


•27 


24 30 


124 


Each 


.ii}4 


14 26 


262 


Each 


.26 


68 12 


17-20 


Ream 


1-55 


I 32 



.62 


208 32 


•59 


23 60 


•35 


6 13 



48 00 



241 


20 


4 


83 


4 


80 


6 


92 


48 


45 


15 


66 


I 


98 


87 89 


45 


87 


12 


70 


I 


73 


3 


36 


5 


04 



99 



Description of Goods. 



Quantity. Unit. 



Unit. 
I'ricc. 



Tot.il 
Co-t. 



Screws, flat head, bright, -K inch, No. 7 

Screws, flat liead, briglit, i incli. No. 6 

Screws, flat head, bright, i inch, No. 8 

Screws, flat head, briglit, 11,4 inches, No. -.... 

Screws, flat head, bright, 1^4 inches. No. 10.. 

Screws, flat head, bright, i^ inches. No. 8... 

Screws, flat head, bright, i J4 inches. No. 10.. 

Screws, flat head, bright, i J^ inches. No. 10.. 

Screws, flat held, bright, i •>^ inches. No. 11.. 

Screws, flat head, bright, 2 inches, No. 9 

Screws, flat head, bright, 2 inches. No. 11 

Screws, round liead, blued, >< inch. No. 3.... 

Screws, round head, blued, J4 inch. No. 5.... 

Screws, round liead, blued, ^ inch, No. 7.... 

Screws, round head, blued, i inch. No. 6.... 

Screws, round head, blued, i inch. No. 8.... 

Screws, round head, blued, 1^4 inches. No. 7.. 

Screws, round head, blued, I'/z inches, No. 10.. 

Screws, round head, blued, i ^ inches, No. 8 . . 

Screws, round head, blued, 1Y2 inches. No. 10.. 

Screws, round head, blued, 1 34 inches. No. 10.. 

Screws, round head, blued, 154 inches. No. 11.. 

Screws, round head, blued, 2 inches, No. 9 . . . . 

Screws, round head, blued, 2 inches, No. 11.... 

Sets, nail, J^ inch square, polished, round 
point 

Sets, saw, for hand saws 

Squares, try, 6-inch nickel-plated, iron stock, 
graduated blade 

Squares try, 15-inch rosewood, brass faced, 
graduated 

Spoke shave, 6-inch blade 

Stones, grind, 24-inch iron frame, with treadle. 

Shield, pan and bucket 

Arbors, complete . , 

Treadle 

Stones, oil, red, Washita, unmounted, 8x2x1 J^ 
inches 

Stones, oil, red, Washita, slips, 4x2 inches, 
round edges 



Z3 


Gross 


.07 


$2 31 


46 


Gross 


.07K2 


3 45 


50 


Gross 


.08^ 


4 25 


53 


Gross 


.09 


4 77 


43 


Gross 


.ioj4 


4 52 


19 


Cross 


.10^ 


2 00 


48 


Gross 


. II 


5 28 


1 1 


Gross 


• 13 


I 43 


4 


Gross 


• 13^ 


55 


9 


Gross 


• 1354 


I 19 


16 


Gross 


• 14^ 


2 32 


14 


Gross 


.06^ 


95 


16 


Gross 


.07/2 


I 20 


12 


Gross 


.09 


I 08 


29 


Gross 


.09H 


2 76 


20 


Gross 


.10'/' 


2 10 


25 


Gross 


. II 


2 75 


1 1 


Gross 


•13 


I 43 


32 


Gross 


• 13 


4 16 


16 


Gross 


.14 


2 24 


10 


Gross 


.16 


I 60 


3 


Gross 


• 17 


51 


2 


Gross 


.16/2 


Z3 


3 


Gross 


.i8;4 


55 


212 


Each 


•OS 


10 6d 


3 


Each 


• 34 


I 02 


951 


Each 


.ley. 


156 92 


64 


Each 


• 33 


21 12 


188 


Each 


.10^ 


19 74 


24 


Each 


11.85 


284 40 


6 


Each 


• 79 


4 74 


I 


Each 


4.00 


4 00 


4 


Each 


1.26 


5 04 


290 


Each 


.30^ 


88 45 


241 


Each 


.09 


21 69 



lOO 



Unit. Total 

Description of Goods. Quantity. Unit. Price. Coat. 

Stain, ready mixed, in pound cans 1, 016 Lb. •14?4 4149 86 

Tools, carving, set of six, assorted, with oil 
and slipstone 

Tray, for oilers, brass 

Tray, whittling, to be furnished with steel 
try square 

Veneering, black walnut t 

N'eneering, mahogany 

Veneering, maple 

Veneering, white holly 

Vises, 3-inch jaws 

\'ises, saw-filing, 12^2 -inch jaws 

Extra files 

Wax, bees 

Wax, hard, finish 

Wood filler, pound cans 

Wood, ^g-inch clear ash. 10 inches wide, 3 
feet long, 25 pieces to crate 

WojhI, ^-inch clear white pine, 10 to 12 inches 
wide, dressed 

Wood, J^-inch clear white pine, 3-foot lengths, 
25 pieces to crate 

Wood, 5-^-inch white wood, dressed, board 
lengths 

Wood, 5^-inch white wood, as above, 3 feet 
long, 25 pieces to crate 

Wood, 5^-inch basswood, dressed, 3-foot lengths, 
25 iiieces to crate 

Wood, ^-inch clear white pine, dressed, 3-foot 
lengths, 25 pieces to crate,. 

Wood, 3'^-inch clear white pine, dressed, board 
lengths 

Wood, %-inch white wood, dressed, 3-foot 
lengths, 25 pieces to crate 

Wood, ^-inch gum wood, dressed, 3-foot 
lengths, 25 pieces to crate 

Wood, 3-inch square clear white pine joist, 
rough, 3-foot, 25 pieces to crate 

Wood, 3-inch square white pine joist, board 
lengths, dressed 

Wood, i^-inch square clear white wood joist, 
dressed, 3-foot, 25 pieces to crate 

Wood, i^-inch square clear white wood joist, 
dressed, board lengths. ......; 

Wood, i?^-inch square clear white pine joist, 
dressed, 3-foot, 25 pieces to crate 



79 


Set 


2.16 


170 64 


8 


Each 


■30 


2 40 


162 


Each 


1 .20 


t94 40 


210 


S.i. ft. 


■OlVz 


7 35 


10 


Sq. ft. 


••03^ 


35 


210 


S.l- ft. 


•03 


6 ^o 


210 


Sq. ft. 


■05 


10 50 


82 


Each 


1-39 


113 98 


3-J 


Each 


1-54 


49 28 


12 


Each 


.04/2 


54 


118 


Lb. 


.28 


7,i 04 


201 


Lb. 


•25 


50 25 


74 


Lb. 


.o6>< 


4 81 


3- 


Crate 


6. 50 


208 00 


3.406 


Sq. ft. 


.09 


306 54 


102 


Cr.itc 


S.oo 


S16 00 


4.758 


Sq. it. 


.06 


2S5 48 


199 


Crate 


5-50 


1,094 50 


53 


Crate 


5-50 


291 50 


68 


Crate 


5-50 


374 oo 


945 


Foot 


.c6^ 


61 43 


^■77, 


Crate 


5.00 


1.365 00 


61 


Crate 


5-75 


350 75 


3 


Crate 


7-So 


22 50 


310 


Foot 


.oSV^ 


26 35 


60 


Crate 


3-50 


210 00 


3,246 


Foot 


.04 


129 84 


82 


Crate 


3-50 


287 00 



lOI 



Unit. Ti)t-vT 

Description of ("loods. Quantity. Unit. Price. ^ Cost. 

Wood, i^-inch square clear white pine joist, 

board lengths 2,52.'5 Foot .04 #101 00 

Wood, J^-inch square white wood strips, 

dressed, board lengths 9,464 Lin. ft. •oi!4 nS 30 

Wood, ^s-inch square white pine strips, 

dressed, board lengths 12,271 Lin. ft. .02 245 42 

Wood, J^-inch basswood, clear, dressed, 4x9 

inches, blanks 14,467 100 .85 122 97 

Wood, 3-16-inch basswood, clear, dressed, 

blanks, 4x9 inches 89,052 100 .85 756 94 

Wood, J4-inch basswood, clear, dressed, 

blanks, 4x9 inches 28,630. 100 .90 257 85 



Grand total . 



It is to be noted that most of the articles used in the Brooklyn Manual Training 
High School are supplied from this list, although tools and machinery are also furnished 
to that school, from time to lime, outside the list on special order of the Board of Edu- 
cation. One order for such machinery in 1903 called for $3,000 worth of supplies. 

Total Annual Cost of Manual Training in the Elementary Schools. 



Cost of Cost of 

Supervision Supplies Total 



Sewing $66,500 00 $33,61 1 42 $100,1 1 1 42 

Cooking 38,200 00 9,416 86 47,616 86 

Drawing and constructive work 80,760 00 71,788 T2 152,548 ^2 

Shopwork 43.290 00 21,723 29 65,013 29 



Total $228,750 00 $136,540 29 $365,290 29 



Time Given to Manual Training. 

In the time schedule on the basis of 1,500 minutes per week, given in connection 
with the course of study and adopted by the Board of Education last June, the time 
allotted to drawing and constructive work in the first three years is 160 minutes per 
week, in the fourth, fifth and sixth years it is 120 minutes per week, and in the sev- 
enth and eighth years it is 80 minutes per week. In addition to this, 60 minutes per 
week are allotted to sewing and constructive work in the first si.--: years and 80 minutes 



I02 

per week for advanced sewing or cooking during the seventh and eighth years. The 
time allotted to manual training in each of the eight school years, as compared with that 
given to the common branches, will be seen from the following table : 

Time Schedule on the Basis of 1,500 Minutes Per Week. 



-Years 



1st. 2d. 3d. 4th. 5th. 6th. 7th. 8th. 



Drawing and constructive work 160 160 160 120 120 :20 80 80 

Sewing and constructive work 60 60 60 60 60 60 

Shop work, cooking or advanced sewing 80 80 

220 220 220 180 :8o 180 160 160 

English 450 510 450 375 375 375 360 320 

Mathematics _ 120 150 150 150 150 200 200 160 

History 90 150 120 120 

Geography 135 i-o 120 80 

It will be noted that in the entire scheme laid out' for the elementary schools 
about one-half as much time is allotted to manual training as to the teaching of Eng- 
lish, which includes reading, spelling, grammar and composition, both oral and written. 
Nearly twenty-five per cent, more time is allowed for manual training than is given to 
mathematics, and more than three times as much as is given to either history or 
geography. 

Too Much Time. 

Teachers and principals are emphatic and fairly unanimous in the judgment that 
the quantity of work demanded in the manual training course is excessive and that the 
time consumed by the work is much greater than its practical value can justify. Most 
of them believe that manual training has a legitimate place as an integral part of the 
child's education, but they maintain that its place is greatly exaggerated in the present 
course of study. Because of this exaggeration, the several lines of manual training 
encroach upon the time which properly belongs to language, mathematics, history and 
geography. The consensus of intelligent opinion seems to be : " We would not abolish 
instruction in manual training, but we would greatly curtail it." An extended examina- 
tion of courses of study in effect in cities and towns throughout the United States 
has failed to discover another system of .schools in which so much time is given to 
manual training. It appears certain that the metropolis is running to extremes in this 
matter. 

America Tends to Extremes. 

America is a land of exaggeration and her schools are especially open to excesses 
because they are subject to local and often merely personal control. They lack that 
balance which would come from State or national supervision. This country has not 



I03 

yet developed a national corps of highly trained professional teachers, such as exists in 
Germany. The natural conservatism of such a body of professional workers would give 
stability and proportion to the whole educational movement and keep it from getting 
lost in new educational ventures. 

Little Attention Given to Manual Training in the Elementary Schools op 

Germany. 

Drawing is taught in the elementary schools of Germany, and girls receive instruc- 
tion in needlework, but neither the clamor of the specialist nor the demands of trade 
have been able to force other forms of manual training into the comparatively uniform 
course of study which the German State prescribes for the elementary schools. The 
German nation still adheres to religion, language, mathematics, history, geography and 
elementary science as the essentials of the common school education, which it compels 
every youth to have, and although the school life of the average child in Germany is 
more than seven years, as against five in this country, the State has steadfastly refused 
to make any encroachment upon the time allotted to the studies named above. 

But, although the school authorities have refused manual training any large place 
in the regular schools, they emphasize the need for special schools, and so the. German 
government has come to foster a large number of industrial, trade and technical schools, 
most of which were the result of private initiative. 

England, Too^ Is Conservative. 

England, too, has been conservative as regards the introduction of manual training 
into the elementary schools. The curriculum of such schools in England is fairly uni- 
form all over the country, being fixed, for the most part, by an official code issued 
annually by the national bo'.rd of education. At present this curriculum is almost iden- 
tical with that of Germany, the essential difiference being that the English school limits 
its teaching of drawing to boys and instruction in plain cooking is offered to girls. 

The Action of Fr.\nce. 

France has taken the most radical position as regards instruction in manual train- 
ing, and America his doubtless been influenced by the policy of that country. Twenty- 
five years ago France came to believe that her national industries were threatened with 
decline because of a scarcity of skilled workmen, and, to avert such a calamity, 
attempted to shape her educational methods to meet directly the requirements of trade. 
Manual training was seized upon in its technical or industrial aspect, and a national 
system of industrial training was outlined to take the place of the old form of appren- 
ticeship which was in decay. The Minister of Education co-operated with the ]\linister 
of Commerce, and together they promulgated an official program for the public schools, 
the aim being to make the school approximate the shop. Manual training was made 
compulsory, j.nd France embarked upon the questionable project of training craftsmen in 
the public schools. 



104 
Mental Power versus Manual Dexterity. 

But it should be kept in mind that France grafted technical instruction upon her 
primary schools, for the avowed purpose of preparing her youth for the manual trades. 
In this country manual training has always based its claims upon its educative value 
rather than upon its industrial utility. Manual training as an industrial agency and 
manual training as an educative agency are very different things, and in any considera- 
tion of the question this distinction must be rigidly maintained. 

The central purpose of a common school education is to train the mind. [Manual 
training, so far as it has a rightful place in the elementary school, is mind training 
through the use of the hand. The very name manual training is unfortunate and mis- 
leading because it tends to emphasize manual dexterity as the aim of such instruction 
rather than mental discipline. Any school exercise, whether with tools or with text 
books, is valuable as education only in so far as it makes a demand upon the mind for 
thoughtful, intelligent work. Sewing doll aprons or making bon bon boxes is not 
necessarily more educative than carrying bricks or shoveling sand. It all depends 
upon the amount of thought put into the exercise. Manual training as education is the 
use of the hand to develop the mind, and in going beyond this, we at once enter the 
field of industrial apprenticeship. 

Industrial Apprenticeship. 

It is now everywhere recognized that some form of school instruction must be 
instituted to take the place of the old form of apprenticeship which fell into decay 
upon the incoming of machinery and the rise of the factory system. Tn Europe trade or 
industrial schools have been widely established and in the United States this question 
of industrial apprenticeship is forcing itself to the front and demanding public attention, 
but the problem is too large to be solved by mere haphazard extensions of the elemen- 
tary school curriculum. The need is to fix attention upon the fact that the central 
purpose of the elementary school is to teach'the elements of knowledge. Its specific work 
is to help the child to a mastery of reading, writing and arithmetic, which are the three 
great tools in acquiring knowledge. All the work of the elementary school should con- 
centrate upon this single objective and manual training, or any other subject, is entitled 
to attention in these schools only in so far as it contributes to this primary purpose. 

It is not the function of the elementary school to prepare pupils for trade, and 
whenever such work is attempted it sidetracks the legitimate work of these schools. 
The line should lie clearly drawn between manual training as education and industrial 
apprenticeship or special training for an industrial pursuit. At present, in the City 
schools, there is a strong tendency to carry manual training over into industrial ap- 
prenticeship. This is seen in the elementary schools in the dressmaking which is taught 
in the upper grades, and also in the work in decorative design, much of the latter being 
so clearly training for a special occupation tiiat a pupil should not be required to spend 
time upon it unless he is preparing to make a business of this line of industrial art. 



105 

It may be that technical training, or training for a special trade or occupation, has a 
place in the high schools, and possibly the Department of Education should establish 
special trade and industrial schools in addition to the technical high school and manual 
training schools, but certainly specialized instruction does not belong in the elementary 
schools. It is not the province of these schools to train artists and artisans. 

Conclusions. 
To an impartial observer, manual training seems to be running wild in the New 
York City schools. Under the spell of a great enthusiasm aroused by the educational 
possibilities of manual work, and a lofty ambition to have the metropolis lead in the 
movement which is now affecting education all over the country, the Board of Education 
is forcing manual training into the schools more rapidly than it can be co-ordinated 
and assimilated and put upon a practical basis. More than ten thousand teachers and 
half a million children are being turned loose upon lines of manual work for which suc- 
cessful methods of instruction have not j'et been developed, and the result is a 
prodigious waste of time and money, and a general state of confusion which is having 
disastrous effects on the children of the City. 

The course of study in manual training as a whole is beyond the scope of the 
elementary schools, and the responsibility lies with the Board of Superintendents who 
have failed to distinguish clearly between manual training as education, and technical 
training or special training for some particular trade or occupation, and have therefore 
permitted a large amount of work to be introduced into the elementary schools which 
belongs in the high schools or in special trade and industrial schools. All such work 
should be eliminated. The course of study also includes a large variety of so-called 
constructive work, much of which should be eliminated because it has no intrinsic 
value as education. These reforms in the course of study would cut down expendi- 
tures for manual training supplies which now aggregate over $135,000 a year, reduce 
excesses in the amount of time devoted to this subject, and decrease the need for special 
supervision. 

More special teachers are employed to supervise the work in manual training than 
are necessary. Under a proper course of study the majority of the regular class teachers 
would be able to take entire charge of the instruction in sewing and drawing, and this 
would enable the Board of Education to dispense with the larger part of the special 
teachers of these two branches, whose salaries aggregate nearly $150,000 a year. The 
reforms indicated in this report would improve the work in the schools. 

Respectfully, 
(Signed) (Mrs.) MATHILDE COFFIN FORD. 



REPORT No. 7. 

Physical Training in the Elementary Schools— Overdone— Needless Supervision. 

Hon. Edward I\I. Grout, Comptroller: 

Sir — In compliance with your instructions to investigate the work in physical 
training in the elementary schools of the City, from the standpoint of possible econo- 
mies, I beg to submit the following report : 

The Department of Education has recently introduced an elaborate scheme for 
physical training into the elementary schools of the City and more than doubled the 
corps of special teachers which is provided to assist the regular teachers in giving the 
instruction in this branch. In physical training, as in the other special studies, there 
is no discrimination between teachers who need supervision and those who do not 
need it. All are supervised alike regardless of whether they are competent or incom- 
petent. This failure to differentiate between ability and lack of ability makes the sys- 
tem unnecessarily expensive. 

The ordinary routine of school work necessitates so much sitting still that some 
form of physical exercise must be introduced into the school programme, especially 
when recesses are abolished. The courses of study published from time to time show 
that physical training has been a part of the regular work prescribed for all classes in 
the elementary schools of New York City for more than twenty years, although it 
is only recently that special teachers have been employed to supervise this work. As 
for Brooklyn, that borough employed a Director of Physical Training as far back as 
•1893. After consolidation the instruction in this branch was not uniform in the sev- 
eral boroughs and it was considered advisable to appoint a General Director of 
Physical Training who should have charge of the work throughout the entire City. 
Dr. Luther Halsey Gulick, formerly of Pratt Institute, Brooklyn, was appointed to 
this position in February, 1903. 

A New Course of Study. 
In order to unify the work. Dr. Gulick prepared a new course of study in physical 
training, which was adopted by the Board of Education in June, 1903, and was put inta 
effect in the schools last September. This course includes : 

(i) Free gymnastics in the classrooms in all buildings not equipped with 
apparatus. 



108 

(2) Gymnastics with light apparatus in Kyiii"''>^ii"ii^> jjlayroonis, or assemhly- 
roonis, for fifth, sixtli, scxcnth ami eighth year grades in all huildings ei|uii)pe(l with 
apparatus. 

(3) tiynmastic games for yard or classroom for all grades in all elementary 
schools. 

(4) A twK-minuti' free-hand drill for all grades, to he taken twice in tlie morning 
and once in the afternoon. 

(5) Lessons in physiology and hygiene for all classt's in the elementary schools. 

Fkke Gvmna.stics. 

The free hand work is used in all classes in elementary schools without gymna- 
siums and in classes in the first four years in schools having gyninasimns. This 
work consists of free-hand gymnastics suited to the several grades and includes posi- 
tion; stretching; marching; skipping and running; facings; hreathing exercises; arm 
stretching, twisting and turning; knee and leg bending and raising; head bending, 
tiUMiing and bowing; rising and sinking on toes; trunk bending and twisting; jump- 
ing, vaulting, kneeling, slei)i)ing, and simil.ar movi'inents usually included in a gynmastic 
course, b'xhihil " A " accompanying this rei)ort shows the work outlined for Lesson 
L, Class A, in lach ye.ar of the elementary course. 

Allhough some new exercisi'S h.ave been added, (he course in free gyumastics, as 
a whole, is neither new nor difficuU. 'ien different exercises are outlined for cacli 
class, but, :is there are twenty weeks in a term, this means only one new exercise for 
each two weeks. In .addition to the course of study, a printed syllabus is furnished to 
each teacher giving in detail all llie exercises for her class, and the work for the 
several grades is so progressively arranged that no great amount of new material is 
presented for any one class. There is nothing in the nature of the work which makes 
the te.iching of free gyumastics any more difficult than that of reading or arit^hmetic, 
and the average class teacher seems (|uile as com|)elent to handle the former subject 
as to teach the latter. 

During the last twenty ye.ars instruction in free gyumastics has become so generally 
universal as a part of the curricuimn in all public schools that the average teacher, 
wherever she may have received her training and experience, is now fairly well pre- 
pared to give such physical exercises as should be included in an elementary course. 

I!.\s Good Jidcmknt Blf.n I'.xf.rciski)? 

Among the exercises introduced into the new course in free gymnastics some are, 
to say the least, peculiar. They have aroused antagonism among teachers and called 
forth severe criticism from school olTicers and iiatrons. Mrs. James M. liart, of 15rook- 
Ivn. who. ;is ,1 member of the local school board in District No. jS. had large coiflact 



IC9 

with the actual work of the schools, says: "The rowing exercises now given in the 
schools are an outrage. These and similar disturbances, encouraged under the name of 
physical training, should 1)e aljolislied." Airs. Jlarl maintains that the i)urpose of 
physical culture in the schools is to cultivate dignity and repose, as well as to develoj) 
physical strength, and that the exercises given should be adapted to this end. 

Mrs. Silas P. Leveridge, a member of the local school board in District No. 4, 
who is widely known because of her intelligent interest in educational affairs, says: 
" Some of the exercises laid out for classroom work under the new course of study are 
ridiculous and whether or not Ihey shall be used in the schools depends upon the 
amount of connnen sense principals and teachers may have. One exercise which I saw 
recently, in which a class of 8B girls were vaulting over their desks, was so absurd 
as a classroom exercise that it might have seemed comical had it not been s<j madden- 
ing for me, as a school officer, to witness such a senseless disturbance in a school. 
The exercise was not only unpedagogic but it was unsanitary as well. When it was 
over, the room was filled with dust, all the impurities from the floor having been 
raised into the atmosphere which the girls inhaled during the arithmetic lesson which 
followed. We talk learnedly about psychology but lose sight of common sense. Some 
of the instructions given by special teachers of physical training are silly. A school 
is not a circus and it should not be turned into one. Pu])ils are demoralized by such 
exercises and unlltted for serious work." 

Ai'i'.vMATis Work. 

The apparatus work in the elementary schools is with light a])paratus such as 
dumb-bells, wands. Indian clubs and bean bags. In the fifth year exercises in the use 
of one-half pound Indian clubs and one ])onnd dumb-bells are introduced. In the sixth 
year the Iwys continue tlu' n-e of dumb-bells, and iron lioojjs are intr(Mluced for use 
in girls' classes. 'J"hree-cjuarter-i)Ound Indian clubs or four foot wands are also used. 

In the seventh year bar-bells and steel or wooden wands are used in boys' and 
mixed classes, and one ])ound dumb-liells and iron hoops in girls' classes. 

In the eighth year the same work is contimied with the use of heavier aj^paratus 
in the boys' classes, and ball exercises are introduced f(jr girls. 

About fifty of the elementary schools have gymnasiums and in all new buildings 
large rooms are set aside for gymnastic exercises. These gymnasiums are equipped 
with dumb-bells, Indian clubs, wands, hoops and all the usual paraphernalia, and 
are used by the children in the fifth, sixth, seventh and eighth grades, who take their 
"exercises in the gynmasium instead of in the classroom. 

In the departmental system which now olitains so lareely in the seventh and 
eighth grades, and under which each teacher devotes her entire time to the teaching 
of some one branch, it is customary for one teacher to take charge of the work in 



I lO 

physical training in these two grades in a given school. Such a teacher specializes in 
physical training and must, in the nature of things, acquire proficiency in this branch of 
instruction. 

Games. 

In the new course of study games have been introduced into the work outlined for 
all classes in the elementary schools. In his first annual report to the Superintendent 
of Schools, Dr. Gulick says : " The adaptation of plays to meet the conditions of 
modern City life forms at once one of the most important, interesting and difficult of 
psychological problems. * * * The need of school games as distinguished 
from school gymnastics is ps3^chological in its nature. The kind of attention given to an 
active game differs so materially from the attention given to the academic part of the 
said work as to help the pupil to recover both mentally and physically while playing. It 
enables him to recover from the effects of fatigue to a larger extent than is possible 
with school gymnastics." 

The course includes games for the playground and games for the classroom, among 
which are the following: 

For the Playground. 
Jacob and Rachel. 
Tossing bean bags. 
Drop the handkerchief. 
" Round and round the village." 
" Let the feet go tramp." 
" London bridge." 
Circle ball, 
flunt the fox. 
Cross tag. 
Centre base. 
Prisoner's base. 
Jump the shot. 
One-legged football. 
Nine pins. 
Basket ball. 
Steeplechase. 
Bombardment. 

For llic Classroom. 
Hide the thimble. 
Tossing bean bags. 
Tag the ^\all relay race. 
Bean bag race. 
" Let the feet go tramp." 



Ill 



■" You're it." 

School-room tag. 

Calling names. 

Bean bag target. 

French blind man's buff. 

Thimble ring. 

Derby jig. 

Passing race. 

Stage coach. 

Animal blind man's buff. 

Mail man. 

Spin the cover. 



A Dead Lettek. 



Although games have a place in the course of study, they have not as yet gotten into 
the classrooms, or, at least, not to any considerable extent. Principals and teachers 
seem to disapprove of this feature of the course and they are meeting it with quiet 
but effective resistance. There seems to be an opinion that it interferes with the 
decorum and discipline of the classroom. In investigating this part of the physical 
training, I first visited one of the largest schools in Brooklyn, but failed to find any 
classroom games. In answer to inquiries the principal said: "We have not intro- 
duced classroom games into our school as the building is not adapted to such work." 
His tone and manner practically added : " I do not believe in such nonsense in the 
schools." Another principal said : " I have ordered my teachers to cut out class- 
room games entirely and use the time allotted to them for arithmetic." 

Further visits to numerous schools, both in Manhattan and Brooklyn disclosed 
but one building in which exei"cises of this nature were used in the classrooms, 
although in many places games were being used in the playgrounds among the younger 
children during recess. 

No Recesses in the Gramm.vr Grades. 

Some time ago recesses were abolished in the fifth, sixth, seventh and eighth school 
years, and an attempt is now being made to introduce class-room games to furnish the 
rest and relaxation so needed to break the strain of long school sessions. From nini 
o'clock until twelve is a big stretch of continuous attention to work, and the exercises 
in free gymnastics, which are given about the middle of the morning session, are not 
relaxation, as they require the closest attention on the part of the pupils if well done. 

Principals in the older buildings, where the rooms are small, the seats uncomfort- 
able and the ventilation poor, complain that the doing away with recesses has had very 
injurious effects upon the children. In such buildings fifty children are crowded into a 
small, dark room, and kept there for three hours at a time. Principals report that they 



112 

liavc protested against this, l)iit witliout avail. As one of them 'said : "The edict has 
gone fortli, and, inider the present system, a rule is as inflexible as the hiw of the Medes 
and Persians. Uniformity must prevail, even though many children suffer." 

In dealing with children no rule should be absolutely enforced at all times, and 
any system is defective in so far as it deprives a principal of the privilege of using 
good judgment and common sense in adipting rules arid regulations to the peculiar 
conditions which may exist in his particular school. 

Two-MiNUTE Exercises. 

In order to relieve the tedium of long sitting at the school desk and to secure an 
erect carriage of the body, the following two-minute school setting-up exercise has been 
introduced into all classes of both elementary and high schools. This exercise is taken 
twice in the morning and once in the afternoon : 

1. Class stand. 

2. Deep breathing (4 times). Inhale and exhale forcibly. The inhalation particu- 
larly should be forced to the utmost. The neck should be pressed firmly backward 
against the collar. 

3. Stretching (4 times). Bend the back gently forward; straighten the back, 
raise the chest and lift the arms as high and as far back as possible; keep the elbows 
straight. The last part of this exercise should be done with as great vigor as possible. 
Count two wdiile the upward position is held. 

4. Knee bending (8 times). Keep the trunk erect; bend the knees half way; rise. 

5. Deep breathing (4 times), as at first. 

6. Class sit. 

In the opinion of many principals and teachers, this simple exercise taken at fre- 
quent intervals during the day, with an abundant supply of fresh air, answers all the 
needs of pupils in the elementary schools. 

Physiology and Hygiene. 

In addition to gymnastics and games, the course in physical training for the ele- 
mentary schools includes eight years' work in physiology and hygiene. An act of the 
Legislature makes it obligatory to teach the effects of alcohol, tobacco and other nar- 
cotics upon the human system. The law says : 

" The nature of alcoholic drinks and other narcotics and their effects on the human 
system shall be taught in connection with the various divisions of physiology and 
hygiene, as thoroughly as are other branches in all schools under State control." 

The law requires that this subject shall be taught orally to pupils of the first, second 
and third year grades, and that the number of lessons given to the pupils in these grades 



113 

each year shall not be less than two a week for ten weeks, or the equivalent thereof. It 
also specifies that all pupils above the third year of school work shall be taught this 
subject every year with suitable text books in the hands of all pupils, for not less than 
three lessons a week for ten or more weeks, or the equivalent thereof. 

Course of Study. 

In addition to the efifects of alcohol and narcotics, which subject receives attention 
in the first half of each year, the course of study in physiology and hygiene specifies 
that : 

In the first year constant emphasis should be placed on the practice of cleanliness. 
Detailed instruction should be given to pupils in regard to cleanliness of the skin, eyes, 
ears, nose, mouth, hands, neck, body, nails and hair, etc. 

In the second year instruction should be given to pupils in regard to fhe most 
wholesome foods; the importance of regularity in eating; growth and nutrition. Con- 
sideration should be given to the foods that yield the greatest amount of nutriment; to 
the reasons for having food well cooked; to the unwholesomeness of unripe fruits and 
the danger of cheap candies, etc. 

In the third year pupils should be taught the hygienic value of dififerent kinds of 
:lothing, its adaptability for the different purposes and the methods of cleansing. They 
should also be taught the correct posture while sitting, standing and lying; the correct 
way of climbing stairs ; the necessity of play, etc. 

In the fourth year pupils should be taught the need of pure air, ventilation, rest and 
sleep; the care of eyes, ears, nails and hair. They should also be taught the use, care 
md protection of bone, ligament, muscle, skin, special senses, organs of the body, and 
respiration; the importance of right bone and muscle habits in childhood; the facts 
roncerning curvature of spine and muscular weakness, etc. 

In the fifth year pupils should be taught what to do in case of accidents and in 
sudden emergencies ; the first treatment of cuts, contusions, bruises, burns, scalds, faint- 
ing fits, drowning, choking, poisoning and sprains ; the danger from illuminating and 
sewage gas and treatment, etc. 

In the sixth year attention should be given to matters of civic hygiene; to the City 
water supply ; to the sewage system and the distribution of waste by cities ; to the 
langer of defective plumbing ; to the Fire Department, its organization and use ; to the 
leed of clean streets; to the work and duties of the Street Cleaning Department; to the 
lature of contagious diseases ; the treatment of epidemics and the law bearing upon the 
subject; the value of hospitals, dispensaries and ambulances; the work and duties of 
;he Board of Health, etc. 

In the seventh year pupils should be taught the important facts concerning the 
luman body; the structure and function of the skin; the oil glands and their object; 
8 



114 

the perspiratory glands and their ohject; the structure and function of the muscles; the 
relation of muscle to food ; the structure, function and shape of bone ; the chief organs 
of digestion; the anatomy of the lungs and the mechanism of breathing; the general 
structure of the heart, lungs, blood vessels and lymphatics; the development of nluscular 
strength ; the laws of growth as to form and function, etc. 

In the eighth year pupils should be taught the important facts concerning the 
nervous system; the development of the nervous system by use; the need of proper 
food; the function and protection of the brain; the structure, function and protection 
of the spinal cord; the structure of the nerves and their two general classes; the 
function of each ; the location, function and distribution of the sympathetic system ; 
the uses of the special senses, their care and cultivation. Pupils should also be taught 
the effect of habits; how habits are formed; how bad habits may be controlled or 
broken; the importance of cultivating good, hygienic, mental and moral habits; the 
importance of good bone and muscle habits during the growing period ; the relation 
of health to happiness, to efficiency and to mental clearness, etc. 

It is to be noted that this is called a course in hygiene. It is not made clear how 
it is possible to teach hygiene apart from physiology. 

A Foolish Dem.\nd. 

In the course of study in physiology and hygiene the amount of work demanded 
is greatly in excess of the time allowed, and the subject matter for the upper grades 
is too comprehensive and difficult. All there is of the growing science of physiology 
has been dumped wholesale into this course for the elementary schools. Even the 
function of the sympathetic nervous system, about which the masters do not pretend 
to speak with authority, is tossed off lightly to young children. The course might 
be a suitable one for medical students, trained nurses and other people who are 
specializing along this line, but to be crammed into the heads of boys and girls under 
fourteen years of age it is simply monstrous. 

According to the official circular issued by the Superintendent of Schools the time 
allowed to physiology and hygiene in the fifth, sixth, seventh and eighth years is 
fifteen minutes per week. A term contains twenty weeks, and, making allowances 
for holidays and other interruptions, not more than eighteen lessons would be given 
during this time. This means eighteen times fifteen minutes, or four and one-half hours 
per term for this subject. Notwithstanding this fact the following is a sample of the 
work demanded of a grammar grade class : 

SVLLABUS FOR Gr.\DE 7 A. 

"Hygiene — Pupils should be taught the important facts concerning the human 
body; the structure and function of the skin; the oil glands and their object; the 
perspiratory glands and their object; the flexibility and thickness of the skin; 



IIS 

the blood-vessels and nerves in the true skin; the value of cleanliness and bath- 
ing (warm and cold); the effects of various kinds of baths; the dangers of cheap 
soaps; the structure and function of the muscles; the relation of muscle to food; 
the structure, function and shape -of bone; the chief bones; the necessity of 
food and exercise for the growth of bone; the effect of pressure; the cause 
of round shoulders and of curved spine ; the importance of having desks and 
seats adjusted to the person; the chief organs of digestion; importance of masti- 
cation; effect of rapid eating; digestion in the stomach; action of juices on 
different kinds of food; movements of the stomach wall; the effect of much cold 
liquid with food; the effect of fatigue, either mental or physical, on digestion; the 
danger from overeating ; digestion in the small intestines ; the change of food from 
solid to liquid during digestion ; the absorption of food ; the quantity and quality of 
food necessary ; the effect of pleasant talk and laughter upon digestion. Eft'ects of 
alcohol and narcotics." 

All this is to be taught to boys and girls of twelve and thirteen years of age 
in four and one-half hours ! The Director of Physical Training, who originated the 
course, said, in answer to my critical questions : " It is an ideal toward which the 
teachers work." If this be true, in justice to conscientious class teachers who take 
the course seriously and struggle to meet its demands, it should be labeled " Merely 
an Ideal," and not promulgated as a course of study, but the Director of Physical 
Training is evidently not aware that section 1086 of the Revised Charter expressly 
states that the syllabus provided by the Board of Superintendents shall be regarded 
as the minimum amount of work required in that branch. 

As to the effects of alcohol and other narcotics, it is well understood that much of 
the so-called scientific temperance instruction in the schools is a fit subject for satire. 
Under the indorsement of the " National and International Superintendent of the 
Department of Scientific Instruction of the Women's Christian Temperance Union " 
vivid descriptions of delirium tremens and similar horrors are selected as suitable 
reading matter for little boys and girls. 

Although the law makes unreasonable demands concerning the teaching of the 
effects of alcohol and other narcotics, it does not prohibit the use of good judgment in 
the teaching of physiology and hygiene as a whole. 

Time for Physical Training. 

In the official time schedule on the basis of 1,500 minutes per week the time 
allowed for physical training, exclusive of the two-minute drill, is 200 minutes per 



ii6 

week for ttic first year, 165 minutes for the second, third and fourth years, and 90 
minutes for all grades past the fourth year. This time is apportioned as follows : 



Gymnastics Daily. Recess Daily. Hygiene Weekly. Weekly Total. 

First year 18 min. 20 min. 10 min. 200 inin. 

Second, third and fourth 

years 15 min. 15 min. 15 min. 165 min. 

Fifth, sixth, seventh and 

eighth years 15 min. 15 min. 90 min. 



In schools using apparatus the time allotted to gynmastics in the fifth, sixth, 
seventh and eighth years is combined into one or two longer periods and the exer- 
xises taken in the gymnasium. 

When it is considered that recesses arc included the time allotted to physical 
training does not appear excessive. It has always been customary in elementary 
schools to allow time for recess during each session. 

Supervision. 

Dr. Luther Halsey Gulick has associated with him as Directors of Physical 
Training M. Augusta Reqna, Jessie H. Bancroft and W. J. Ballard. It appears that 
Miss Requa was appointed September 14, 1896, and prior to the election of Dr. Gulick 
was Supervisor of the force of instructors in physical training. Last year Miss 
Requa was superseded by Dr. Gulick, and she has since been contesting the effort to 
depose her from her position as Directing Supervisor. At present she is not working 
in the schools, although she continues to draw her salary. 

In addition to the four directors of physical training, the -civil list shows twenty- 
two special teachers of this subject who are assigned to the various school districts. 
There are also at present three substitute special teachers in the Borough of Queens 
at a per diem allowance. 

Cost of Supervision. 

Name. Position. .Xpiioiiited. Salary. 

J.uther Halsey Gulick Director of Physical Training, New York 

City Feb., 1903 $4,000 00 

yi. Augusta Requa Director of Physical Training, Boroughs 

of Manhattan and The Bronx Sept. 14, 1896 2,500 00 

Jessie H. Bancroft Director of. Physical Training, Borough of 

Brooklyn 1893 2,500 00 

W. J. Ballard Director of Physical Training, Borough of 

Queens June 30, 1898 3,000 00 



117 



Name. Position. Appointed. Salary. 

Manhattan. 

Dr. Andrew L. Barrett. ... Special Teacher Mar. 1,1891 $1,60000 

Dr. Elias G. Brown Special Teacher Apr. i, 1903 1,300 00 

Christina J. Carret Special Teacher Sept. 17, 1903 1,000 00 

Elizabeth M. Colony Special Teacher Sept. 14, 1903 1,100 00 

Stella Farlamb Special Teacher Apr. 1,1903 1,20000 

Montague Gammon Special Teacher Sept. 14, 1903 1,500 00 

Annie S. Lane Special Teacher Apr. 1,1903 i ,000 00 

Minnie A. Jacobs Special Teacher Nov. 2, 1903 1,000 00 

Eldora K. Richardson Special Teacher Sept. 14, 1903 1,000 00 

Carrie L. Scales Special Teacher Apr. i, 1903 1,000 00 

Cornelia F'. 'White Special Teacher Sept. 14, 1903 1,200 00 

Caroline M. Wollaston Special Teacher Sept. 14, 1903 1,00000 

The Bronx. 

Bessie K. Marsh Special Teacher Dec. i, 1903 1,000 00 

Evelyn Butler Special Teacher Dec. i, 1903 1,000 oo' 

Brooklyn. 

Katherine B. Campbell Special Teacher Dec, 1901 1,100 00 

Edith Hodgson Special Teacher Sept., 1897 1,200 00 

Myrtle S. Hutchins Special Teacher Sept. 14,1903 i ,000 oO' 

Kathryn A. McMahon Special Teacher Mar. 1, 1897 1,200 oa 

Adah Membery Special Teacher Sept. 1 1 , 1 899 i ,200 00 

Mary A. Reed Special Teacher Dec, 1901 1,200 00 

Elma L. Warner Special Teacher Sept. 9, 1901 1,200 00 

Richmond. 

Nils Bergquist Special Teacher Sept., 1897 1,600 00 



Total $37,600 00 

To this should be added the per diem allowance of the substitute teachers in the 
Borough of Queens. 

As will appear from the dates of appointment in the above table, a Director Gen- 
eral and fourteen additional special teachers were appointed in 1903, and the cost of 
supervising the instruction in physical training was thus increased from $18,300 to 
$37,600 per year. 



ii8 

Duty of Special Teachers. 

According to General Circular No. i for the current school year, issued by the 
Board of Superintendents, the following directions are given with reference to the 
duties of special teachers of physical training : 

Special teachers of physical training shall visit schools in accordance with instruc- 
tions from the district superintendents. These visits may be to every class in a school 
or to a few classes for special instruction or assistance. In so far as practicable, each 
class shall be visited at least once each term for observation of the current lesson of the 
regular daily work, and for the purpose of rendering assistance to the teachers. In 
making such visits the special teacher, upon entering the classroom, shall observe 
attentively the lesson in physical training given by the class teacher and shall afterwards 
make such notes upon it as shall enable her to report intelligently upon the character 
of the work and to judge of its comparative condition at successive visits. The 
special teacher should at times herself teach the class. This teaching of the special 
teacher is to assist the class teacher in getting the desired results ; to illustrate methods 
of teaching; to present new exercises; to give the class the stimulus of a new teacher; 
to correct errors; to judge more fully of the strength or development of the class in 
particular ways. 

Teachers' Meetings. 

When the interest of the work demands it, the special teacher may arrange for 
conferences with the teachers of a school after school hours. In addition to such con- 
ferences regular grade meetings are held at stated times for all teachers using free- 
hand gymnastics. According to the official schedule issued by the Superintendent of 
Schools, grade meetings for teachers of elementary schools are held monthly, five meet- 
ings for teachers of each grade having been called for the present term. Such meet- 
ings begin at 3.45 o'clock. 

In order to judge of this feature of the work some of the grade meetings were 
•attended. Usually about 50 per cent, of the teachers come in late. The meeting is 
conducted by the special teacher of physical training in the district in which it is 
held, and the instruction given consists in the presentation of new lessons for the two 
classes to which the teachers belong, together with general directions concerning the 
work in these grades. The teachers are tired after a day's work and impatient to get 
home. One section goes through its exercises in a listless and slovenly manner, while 
the other section laughs and chats in such a way as to prevent any profitable work being 
done. The opinion prevails among teachers that the benefits derived from these 
grade meetings do not compensate for the effort made to attend them. 

Too Many Special Teachers. 

Special teachers are the subject of widespread criticism. No other feature of the 
public school system is so universally condemned. Almost everybody except the Board 
of Education seems to agree that there is too much supervision in the schools, and 



119 

even that body is coming to consciousness concerning the matter. Although no public 
action has yet been taken, members of the Board are considering ways and means of 
reducing the corps of special teachers. 

Prominent representatives of the local school boards assert with emphasis that 
money is wasted for unnecessary supervision in the districts which they represent. 
They believe the whole system to be top-heavy and recommend that the Board of Asso- 
ciate Superintendents be abolished and the corps of special teachers reduced to a mini- 
mum. They claim that the district superintendents and the principals, together with the 
directors of special branches, should be able to supervise the schools. 

Principals claim that the schools are overrun with special teachers. They are pray- 
ing that some one will enforce economy in this direction and so free them of the incu- 
bus of excessive supervision. They say that a good place to begin curtailment is with 
the staff of special teachers of physical training, as the work in this subject is not 
difficult and principals are, for the most part, fully competent to be held responsible 
for its direction. > i*-- '?. 

Teachers claim that the special teachers of physical culture are not helpful in 
any large degree. In most instances they are simply " specialists " with little knowl- 
edge of school work as a whole, and no actual experience in class instruction. The 
results achieved, when they give lessons in the schools, are often inferior to those 
gained by the regular teacher. Instead of being a stimulus and a help, the visit of the 
special teacher is regarded as an interruption and even a hindrance. The regular 
teacher claims that she does the actual work and is held responsible for its results. She 
also claims that she can do the work effectively without the interference of a special 
teacher. This is undoubtedly true of a competent teacher who is familiar with gymnas- 
tics and who is able to utilize the suggestions of the principal and of the director of 
physical training. 

Conclusion. 

There is no doubt that the elementary schools of the City are suffering from 
excessive supervision and a curriculum which is overloaded. These two things make 
the school system unnecessarily expensive. 

The course of study as a whole needs to be trimmed with a relentless hand. For 
the sake of the boys and girls its superfluous decorations should be dispensed with. 
Under the present system children are being forced in their growth and this inevi- 
tably injures their health and weakens their mental structure. Instead of elaborating 
fancy systems of physical culture as a means to health, the Department of Education 
should free the children of the City from the excessive demands of a course of study 
which keeps them in a constant state of nervous anxiety and interferes with digestion 
and sleep by necessitating long hours of application out of school. 



I20 

Physical training should have a place in the curriculum of the elementary school, 
but the instruction in this subject should be held down to simple exercises, and not 
allowed to run out into special training in athletics. It is not the business of the ele- 
mentary school to train artists, musicians, or athletes. The work in physical culture 
in the primary department should not go beyond what the average teacher can master, 
and, under the departmental system so highly approved by superintendents and princi- 
pals, it is entirely feasible to have one regular teacher in each grammar school who is 
skilled in physical training. This teacher might be called upon to render any special 
assistance needed by other teachers in the building. 

As to the supervision of physical training, the Department of Education is now 
acting upon the assumption that all teachers need supervision in this \\ne of work, 
whereas there are whole buildings in which not a single teacher is in need of such assist- 
ance. The system is to be uniformly spread all over the City. Every one of the ten 
thousand teachers in the elementary schools is to be thoroughly supervised whether she 
needs it or not. The corps of physical training supervisors was more than doubled last 
year, the cost of supervision being increased from $18,300 to $37,600, and the end is 
not yet. 

One young man teacher, who won recognition as an athlete while in college, told 
me, with a smile, how a young woman graduate from a Fifty-ninth street physical cul- 
ture school visits his class every two weeks to instruct him how to give simple gym- 
nastics to a class of small boys. A woman principal of long experience in a large 
primary department said : " I am entirely competent to look after the gymnastics in 
my building, and have no more use for a special teacher of physical training than a cart 
has for a fifth wheel." The work in this school is excellent, but still the special teacher 
continues to give it the alloted quota of time. Another principal who has the super- 
vision of over forty teachers, said : " All the teachers in my building do excellent work 
in physical training. I have no more need of a special teacher in this subject than in 
arithmetic, in fact not so much." In this City a principal is relieved of clerical duties 
in order that he may have more time for supervision, and this should do away with the 
necessity for so many special teachers. 

Teachers to whom the work in gymnastics is new, or who are incompetent, should 
be singled out and given special assistance, and it is doubtless necessary to have a few 
special teachers for this work, but there is no universal need for special teachers of 
physical training in the elementary schools. Too much supervision is demoralizing. It 
annoys and discourages teachers of ability, and prevents the highest educational results. 
The mania for supervision is running to extremes. Enforced economy in this direction 
would have a general beneficial effect upon the school system of the City. 

Respectfully, 

(Signed) (Mrs.) MATHILDE COFFIN FORD. 



121 

Exhibit " A." 

SHOWING LESSON I., GRADE A, FOR EACH YEAR OF THE COURSE IN FREE-HAND GYMNASTICS 

FOR THE ELEMENTARY SCHOOLS. 



First Year. 



Class — stand ! 
Take distance ! 
Position ! 

1. Stretching. 

2. Drill on direction. 

3. Marching. 

Class — stand ! 
Take distance ! 

1. Stretching. 

2. Marching. 



Second Year. 



Position ! 



Hands on hips— Place ! 

3. Arm stretching sideways, right — One ! 8 — 8 — 8. 

Position ! 

4. Running in place — Start ! 

Hands on hips — Place! 

5. Trunk bending sideways, right — One ! 8—8. 

Third Year. 
Class — stand ! 

Take distance! 

Position ! 

1. Stretching. 

2. Marching. 

Hands on hips — Place ! 

3. Arm stretching sideways, forward, sideways and to place, right — One ! 8 — 8 — 8. 

Position ! 
Hands on hips — Place! 

4. Running in place — Start! 

5. Trunk bending sideways, right — One ! 8 — 8. 

Fourth Year. 
Class — stand ! 

Take distance ! 

Position ! 

1. Stretching. 

2. Marching. 

Arms folded behind — Place ! 

3. Breathing — Begin ! Four times. 



122 



Hands on hips — Place ! 

4. Ann stretching sideways, right — One ! 8 — 8 — 8. 

5. Raising foot forward, right — One ! 8 — 8. 

6. Raising knee forward, right — One ! 8 — 8. 

Position ! 

7. Running in place, feet backward — Start ! 

Hands on hips — Place! 

8. Trunk bending sideways, right — One ! 8 — 8. 

Fifth Year. 
Class — stand ! 

Take distance ! 

1. Stretching. 

2. Marching. 

Arms folded behind — Place! 

3. Breathing — Begin ! P"our times. 

Hands on hips — Place ! 

4. Arm twisting, right — One ! 8 — 8 — 8. 

5. Raising knees forward alternately, right — One ! 16. 

Position ! 

6. Jumping, feet sideways alternatelyj, right — Start ! 10 to 20. 

Hands on hips — Place! 

7. Trunk bending sideways, right — One ! 8 — 8. Repeat. 

Sixth Year. 
Class — stand ! 

Take distance ! 

1. Stretching. 

2. Marching. 

Arms folded behind — Place ! 

3. Breathing — Begin! Four times. 

Position! 

4. Arm raising sideways, right— One ! 8—S—8. 

Hands on hips — Place! 

5. Charging sideways, right— One ! 8—8. 

6. Head bending backward — One!' 8. 

For rowing — Place ! 

7. Rowing — One ! 8. 



123 

Class — Stand ! 
Hands on hips — Place! 
8. (a) Alternate trunk bending and point step sideways, right — One! 8^-8. 
(b) Together ! i6. 

Sez'cnth Year. 
Class — stand ! 

Take distance ! 

Position. 

1. Stretching. 

2. Marching. 

Arms folded behind — Place ! 

3. Breathing — Begin ! Four times. 

Arms bent at shoulder level— Place. 

4. Arm stretching sideways, right — One ! 8 — 8 — 8. 

Hands on hips — Place! 

5. Charging forward, right — One ! 8 — 8. 

Position. 

6. Running in place, feet backward — Start ! 

Hands on hips — Place! 

7. Trunk bending sideways, right — One ! 16 — 16. 

8. Trunk bending forward, head backward — One ! 8. 

Eight Ji Year. 
Class — stand ! 

Take distance ! 

Position. 

1. Stretching. 

2. Marching. Arms folded behind — Place ! 

3. Breathing — Begin ! Position. 

4. Hands back of head, right— One ! 8—8—8. 

Hands on hips — Place! 

5. Charging forward, right — One ! 8 — 8. 

6. Rising on toes and bending knees—One ! Eight times. 

7. Trunk bending sideways, right — One ! 16 — 16. 

8. Trunk bending forward, head backward — One ! 8. 



REPORT No. 8. 

flusic in the Elementary Schools— An Exceedingly Complex Course of Study — 
Analysis of the Work Demanded— Costly Supervision. 

Hon. Edward M. Grout, Coiiiplrollcr: 

Sir — In compliance with your instructions to investigate the teaching of music in 
the elementary schools, from the viewpoint of possible economies, I beg to submit the 
following report. Inasmuch as this is the last of a series of reports on special sfudies, 
it naturally concludes with a resume of the whole subject of special teachers in the 
elementary schools. 

Instruction in vocal music is a part of the course of study laid down by the Board 
of Education for the elementary schools of the City. For more than forty years this 
subject has been taught in some grades of these schools, and for twenty years at least it 
lias been a part of the regular course prescribed for all classes. Although music is not, 
as yet, obligatory under the law, it has gradually come to be included in the curriculum 
of public schools in most of the cities and towns of the State. Free instruction in this 
branch is authorized at the discretion of the Board of Education, by the statute which 
provides that 

" The boards of education in each city, and in each union free school district 
incorporated under the laws of this State, may cause free instruction to be given in 
vocal music in the schools under their charge." 

When vocal music was first introduced into the public schools of the City, special 
teachers were employed to visit the schools and give all the lessons, but gradually the 
regular teachers became competent to give such instruction, and the special teacher 
has now become only a supervisor who visits the school about once in two weeks to 
assist the regular teacher in the work. Eventually, of course, the special teacher will 
be dispensed with and music will take its place among the regular branches of instruc- 
tion which the class teacher is required to handle without extra assistance. At the 
present time the need is to differentiate between teachers who need special assistance 
and those who do not. The fact as to the ability of every regular class teacher to give 
instruction in music should be determined, and special assistance should be restricted 
to teachers who actually need it. The average teacher is constantly becoming more 
and more proficient in vocal music, as well as in drawing, physical training and other 
so-called special subjects, and the time has come when so much supervision is not 
necessary. 



126 

Purpose of Music in the Elementary Schools. 
There is no occasion to enlarge upon the elevating and refining influence of music, 
nor is it necessary to discuss the fitness of making it a branch of popular instruction. 
It is now everywhere conceded that vocal music is an instrument of great educative 
value, which should have a place in every system of primary education. Not only such 
children as have special talent in this direction, but all children should be brought 
under its influence. The purpose of musical instruction in the elementary school is to 
brighten the school atmosphere, to promote the happiness of the children, to furnish 
rest and refreshment, and thereby to vitalize all the other work. It is to refine the 
taste, to stimulate the imagination and to inspire good conduct and right habits of life. 
It is to cultivate the voice, to train the eye and the ear, and to develop an appreciation 
for all that is good in the realm of song. 

Ail this is admitted, but the practical problem still remains of how best to adapt 
musical instruction to the needs of the elementary schools. Vocal music should be 
taught, but the instruction in this branch should not encroach upon other subjects which 
are even more important, and the course of study should not go beyond the elementary 
work suitable to such schools. Children should be taught to read simple music at sight, 
but the difficult technicalities involved in the science of music should not be attempted 
here. The art and the delight of song are about all that should have place in an 
elementary school. 

The Course of Study. 

A specialist magnifies the importance of his specialty and gives it too large a place 
relative to other subjects. He also constantly underestimates the amount of eflfort which 
an ordinary person who is not especially skilled in his line must put forth to accomplish 
given results. The courses of study in the so-called special subjects are made out for 
the most part by specialists, and this explains the fact that, as a whole, they cover too 
much ground for an elementary course and require more work than the average 
teacher can possibly do in the time alloted. As there are six diff'erent lines of special 
work in the elementary schools, and the course of study in each is overloaded, it will 
be seen that there is just cause for the far-reaching complaint that the common 
branches are neglected. To start with, the official allowance of time for the special 
studies is very generous and, in addition to this, the average teacher usually runs over 
time in such lessons, being obliged to do so to meet the demands of the special teacher, 
who is constantly at her heels demanding more work than can possibly be done. 

The course of study in music is too heavy. The work outlined for the several 
grades is too difficult, and there is too much of it. The science of music should not be 
attempted in the elementary schools. There is no time for it nor any reason why it 
should be taught in these schools. The opinion is fairly universal among principals 
and teachers that the course in this subject should be greatly curtailed. Several years 
ago the Teachers' Association of Manhattan and The Bronx, after a careful considera- 



127 

tion of the course of study for the elementary schools, with a view to possible changes 
or improvements under its contemplated revision, submitted a report which contained 
the following striking and very significant conclusion : 

" We believe our present methods in music are thoroughly pedagogical, and that 
music as a school study is justified by its culture value. It exerts a subtle moral 
influence which has a decided effect upon school discipline. 

" There is, however, a general complaint that our course demands entirely too 
much of children and teachers. The course is regarded as particularly burdensome, 
and should be reduced by 50 per cent." 

Notwithstanding the deep feeling among representative principals and teachers 
which prompted such an unqualified protest against the amount of work required in 
this branch, the new course of study adopted in June, 1903, greatly increased the re- 
quirements in .the several classes in the elementary schools. A large amount of purely 
technical work was added to the courses for the upper grades, some of which is given 
below : 

Grade 7B. 
Course of Study. 

Study and writing of tonic, dominant and subdominant triads in major keys, 
sight singing of songs in unison, and in two-voice parts and three-voice parts with 
words. 

Syllabus. 

The chords occurring most frequently in three-part harmony should be recognized 
as such, and named by the pupils. The principal harmonies of a key, based upon 
the first tone or tonic, the fifth tone or dominant, and the fourth tone (the fifth 
below the key-note), or subdominant, should be taught. 

The three elements of which these harmonies are composed may be placed in any 
position relative to each other. So long as the elements remain unchanged the harmony 
remains the tonic triad. The elements may be doubled. The pupils should be directed 
to find the triads in the part songs they sing, and should write the three principal 
triads, as they are called, of the key of each song as it is taken up. 

Grade 8 A. 
Course of Study. 
Study and writing of tonic, dominant and subdominant triads in minor keys, and 
of the diminished triad on the leading tone in major and minor, with its resolution; 
sight singing continued ; special attention to changed voices. 

' Syllabus. 

The principal triads of the minor key found on i, the tonic; 5, the dominant, and 
4, the subdominant, should be taught. Attention should be called to the tonic or key- 



128 

note of the minor scale, called 6, not i ; the dominant, 3, and the snbdominant, 2. With 
these degrees as the basis it will be seen that the tonic triad in minor is 6—8 — 3; the 
snbdominant, 2 — 4 — 6, and the dominant, .3 — 5 — 7. 

The triad based npon the seventh degree of the major or minor scale and con- 
taining the elements 7 — 2 — 4, requires a progression to another chord, the tonic triad. 
The natural tendency of 7 (sometimes called the leading tone of the scale) is to 
progress to 8; the tendency of 4 is to progress to 3, and so a satisfactory progression, 
or resolution, to the tonic triad is secured. 

The pupils of this grade are likely to have developed the voice range and quality 
which makes it desirable to place them permanently into the soprano, alto or bass 
parts. Tn the case of boys whose voices are in process of changing great care should 
be taken not to permit their voices to be strained. Such boys should be permitted to 
sing very gently and within a limited range suited to their ability. 

Gr.\de 8B. 
Course of Study. 
Study and writing of triads on the second, third and sixth degrees, and of the 
dominant chord of the seventh with its resolution ; choral singing. 

Syllabus. 

Triads on the second, third and sixth degree : 

Tn major, 2 — 4 — 6; 3 — 5 — 7; 6—8 — 3. 

Tn nu'nor, 7 — 2 — 4; i — 3 — 5; 4 — 6—8. 

Tt is only necessary that pu])ils in this grade shall recognize those chords when 
they occur in the songs, and name them correctly. 

Another chord which should be known to the pupils on account of the frequency 
of its occurrence and its importance to the key is based on the dominant, and has 
four elements, namely, 5 — 7 — 2 — 4. With the hnal tonic chord it usually forms the 
closing cadence of a nuisical composition. 

Time Given to Music. 
In the lower grades song singing for rest and recreation occurs frequently during 
the school session, a few minutes being given to such work between the other lessons. 
Tn all schools fifteen minutes per day are devoted to opening exercises, which are held 
in the assembly-room and consist mostly of singing. In addition to this one hour per 
week is set aside for formal instruction in vocal music in all classes in the elementary 
schools. Tn the lower grades it is customary to give a twelve-minute lesson each day, 
bu.t in the higher grades the time is usually divided into two or three longer periods. 
The teachers claim that it is absolutely impossible to do the work laid down in the 



129 

present course of study in the allotted time. They say that, in order to accomplish the 
required results, it is necessary to devote much more time than one hour per week to 
this subject. 

This is true not only of music, but also of manual training and other special 
studies. As the special subjects are more closely supervised than the regular branches 
the natural tendency is to insure results in these studies first. This can only be done 
at the expense of the common branches. By the time the class teacher does all that is 
required by the music supervisor, the drawing supervisor, the physical training super- 
visor, the supervisor of sewing, the teacher of cooking and the shop teacher there is 
little time left for reading, spelling and arithmetic. The very method of having special 
supervisors for certain subjects naturally leads to the neglect of all branches which 
are not so supervised. 

Supervision. 

The largest item of expense in connection with the teaching of music in the 
elementary schools is the cost of providing special supervisors for this branch. The 
instruction in the classes is given by the regular teachers, but it is deemed necessary 
to have a large corps of special teachers to assist and direct the regular teachers in 
this work. 

There are three directors in charge of the teaching of music in the several bor- 
oughs : Mr. Frank Damrosch, Director of Music in Manhattan and The Bronx; Mr. 
Albert S. Caswell, Director of Music in the Borough of Brooklyn, and Mr. Frank R. 
Rix, Director of Music in Queens and Richmond. 

These directors are appointed for a term of six years by the Board of Education, 
upon the nomination of the Board of Superintendents, and are subject to the super- 
vision and direction of the City Superintendent. They act as advisors to the Board 
of Superintendents, to the district superintendents, and to principals on all matters 
pertaining to music, and instruct special teachers and class teachers in the teaching of 
this branch. To be eligible for election as a director of music one must be a graduate 
of a college or university recognized by the University of the State of New York, a 
graduate from a course of professional training in music, of at least two years, and a 
teacher of music with at least three years of successful experience. 

There are fifty-two special teachers of music, 26 for Manhattan and The Bronx, 
IS for Brooklyn, 7 for Quefcns and 4 for Richmond. These special teachers are assigned 
to the several school districts by the Board of Superintendents, with the advice of 
the director of music. The district superintendent assigns them to their duties in the 
schools of the several districts to which they are appointed. The rule is to have one 
special teacher for each school district, but a larger number is provided in the 
boroughs of Queens and Richmond. To be eligible for license as a special teacher of 
music, the applicant must have graduated from a satisfactory high school or institution 
9 



130 

of equal or higher rank, or must have had an equivalent academic training. He must 
also have completed a satisfactory course of professional training of at least two 

years in music, and must have had three years' experience in teaching this branch. 

Male directors of music receive $3,500 for the tirst year of service and an annual 

increase of $100 until the maximum of $4,000 is reached, which is the salary for the 
sixth and succeeding years. 

Special teachers of music, if women, receive $i,oocf for the first year of service 
and an annual increase of $100 until the maximum of $1,400 is reached. Men receive 
$1,200 for the first year and an annual increase of $too until the maximum of $1,600 
is reached. 

The following is the list of directors and special teachers of music in the 
elementary schools, as given in the Civil List for 1904: 

COST OF SUPERVISION. 
Directors. 

Frank Damrosch, Director of Music May 5, 1897 $4,000 00 

Albert S. Caswell, Director of Music, Borough of Brook- 
lyn Sept. I, 1876 4,000 00 

Frank R. Rix, Director of Music, boroughs of Queens 

and Richmond Sept. 2, 1898 4,000 00 

Manhattan and TIic Bronx. 

Speci.'Vl Teachers. 

Thomas E. Hazell Jan. i, 1885 1,600 00 

Walton N. Ellis Feb., 1880 1,600 00 

Ray Whitlock Nov. 3, 1897 l,400 00 

Clarence T. Steele Nov. 8, 1888 1,600 00 

Elizabeth E. Blair Nov. 3, 1897 1,400 00 

Jennie Purves Nov. 3, 1897 1,400 on 

Minnie M. Stone Nov. 3, 1897 1,400 00 

Katherine Kennedy Jan. 5, 1898 1,400 00 

Varnetta E. Coleman Jan. 5, 1898 1,400 co 

Edward G. Marquard Jan. 5, 1898 1,600 00 

Mary S. Doty Oct. 5, 1898 1,400 00 

Mary C. Kelly Oct. 3, 1879 1,400 00 

Lizzie B. Barker 1876 1,000 00 

Charles H. Hauschel Dec. 1872 1,300 00 

Edith Guy Jan. 10, 1885 1,400 00 

Richard M. Robinson Sept. 30, 1876 1,300 00 

Hortense Camp Lee Oct. 26, 1898 1,400 00 

Lena H. Bland Oct. 9, 1899 1,300 00 



131 

Bertha O'Reilly Nov. i6, 1897 

Margherita B. Piretti Feb. 7, 1900 

M. Nellie Mullen Feb. 7, 1900 

Minnie L. Pettinger Nov. 15, 1901 

Mary C. Mulligan Feb. 7, 1900 

Frank Downey Feb. 7, 1900 

Nellie Dee Feb. 3, 1903 

Grace E. Stevens Oct. i, 1903 

Brooklyn. 

Linden L. Parr May i, 1871 

Alice M. Judge Feb. i, 1883 

Charlotte F. Furey Dec. i, 1886 

Wilhelm Mattfeld May 1,1894 

Frank R. Auerhahn May i, 1894 

Edith L. Hart Feb. 15, 1897 

Maria A. Simmons Feb. 15, 1897 

Frederic M. Davidson Oct. 15, 1898 

James H. Downs Apr. 15, 1899 

Frederick J. Bryan Feb. 7, 1900 

Eugene C. Morris Feb. 7, 1900 

Jules Serge Joannes Feb. 7, 1900 

Paul Martin, Jr Oct. i, 1900 

Ester A. Liscomb Jan. i, 1887 

Edward E. Hand Jan. 16, 1883 

Queens. 

Mary J. Maltby Feb. i, 1901 

Emily Ball June 30, 1898 

Margaret Bowman Oct. 14, 1898 

Georgia Swift June 30, 1898 

Anna Perrin June 30, 1898 

Josephine Walsh June 30, 1898 

Emily B. Walker Dec. i, 1900 

Richmond. 

Clara L. Bartholomew Jan. 9, 1901 

Minnie D. Kuhn Jan. 7, 1901 

Jennie C. Heath Jan. 13, 1902 

Lillian R. Littlefield Nov. 9, 1903 



Total 



$1,400 


00 


1,300 


ai 


1,200 


00 


1,100 


00 


1,300 


00 


1,500 


00 


1,000 


oc 


1,000 


00 


2,160 


oc 


1,400 


00 


1,400 


00 


1,600 


oc 


1,600 


00 


1,400 


00 


1,400 


00 


1,600 


00 


1,400 


oc 


1,500 


00 


1,500 


00 


1,500 


00 


1,500 


06 


1,400 


00 


2,160 


oc 


1,200 


00 


1,400 


00 


1,400 


00 


1,400 


00 


1.300 


00 


1,400 


00 


1,200 


00 


1,400 


00 


1,260 


00 


1,100 


oc 


1,000 


oc 


$84,680 


00 



132 

Unnecessary Supervision. 
As there are 10,585 (1903) teachers in the elementary schools and 52 special 
teachers of music, it will appear that a special teacher has, on an average, about 
200 class teachers to look after, which is about the right number. There are twenty 
days to the school month, and she is expected to visit each teacher once or twice 
during the month, a visit being usually about ten minutes long. But there are more 
special teachers than arc needed, because all of the 10,585 teachers should not be 
specially supervised, the regular supervision of the principal and other supervisory 
officers being quite enough. 

An investigation of the actual conditions in the schools shows that in many 
instances as large a proportion as one-half of the teachers in a school are able to 
teach music without special assistance as the course of study now is, and if it were 
simplified, as it should be, many more would be able to do so. Some schools should 
be left entirely to the principal in charge, superintended by the director of music. This 
is now done in Public School 116 (Manhattan) with excellent results. Doubtless rt 
large number of principals are quite competent to supervise the music, or would 
become so if they were called upon to assume that responsibility. 

Special supervision, at best, is a mere makeshift, and instruction in music or any 
other subject can never produce the highest results until it becomes a part of the 
regular work, taught by the regular teacher, and supervised in the regular way. In the 
very nature of the case, the work done by special teachers is and must continue to be 
unsatisfactory. As a rule a special teacher is without that working knowledge of the 
other subjects taught in the schools which would enable her to make her instruction 
an integral part of the whole, and she is also without that practical experience as a 
class-room teacher which would enable her to adapt her instruction to the actual needs 
of the children. Consequently, the results which she obtains are usually inferior to 
those obtained by a regular teacher. 

One Result of This Investig.\tion. 

As a result of the investigation made under your direction, the educational authori- 
ties of the City have come to acknowledge that there is too much supervision in the 
schools and are already devising plans for reducing the supervisory force. 

The Board of Superintendents is fully aware that the corps of special teachers as 
a whole must be reduced, but they do not seem to know how to accomplish such a 
reduction without detriment to the schools. They have failed to grasp the problem of 
special supervision in its historical development and logical outcome and so are unable 
to see what needs to be done at the present juncture. They might learn from the exam- 
ple of Boston, which has always led in the matter of musical instruction in the ele- 
mentary schools, as well as in many other lines of public school work. The Superin- 
tendent of Boston has made a profound study of the growth and development of its 



133 

public school system, and is already acting npon the HrIU lluis obtained, lie recog- 
nizes tliat special teachers of music, or any other branch, are a ttimporary necessity 
which should be kept within the smallest possible bounds and rendered superfluous 
as soon as possible. In Boston teachers are classified on the basis of their aliility to 
teach music and are excluded from special sujicrxision wlien tliey no Imiger need such 
assistance. 

New Yokk Should Imitate Boston. 

The Boston plan, as described I)y Superintendent F.dvvin P. Seavcr in liis last 
report, is as follows: 

" The individual grade teaciiers differ widely in the degree of their need of such 
help as the visiting music teacher can give; and they differ, too, in the degree to 
which they are conscious of such need. Last June it was thought important that the 
greater force of music supervision should be expended where it was most needed. Ac- 
cordingly, a classihcation of the grade teachers was made, on ihe basis of existing infor- 
mation as to their ability to teach singing in the several rooms as follows: 

" Class A — Teachers who are expected to give all the instruction in music in their 
several rooms and who will l)e visited only occasionally for the purpose of inspection. 

"Class B — Teachers who will teach music under constant supervision and will be 
regularly visited for the purpose of supervision. 

" Class C — Teachers who need the help which the visiting nuisic tcacliers give and 
who, moreover, will be expected to take the special instruction to be provided for 
them out of school hours. 

" Each teacher was informed of her assignment to one or another of these classes 
and was also told that her assignment would be changed from time to time for satis- 
factory reasons. The suggestion was that the road to Class A would be k< pt open 
to the ambitious teacher who wished to arise from Class B or Class C. There are 
teachers who wish to be relieved of constant supervision". Very well, let them prove 
their ability to teach a rule and they will be assigned to Class A.'' 

Unsctentific and'Verv Kxtk.\v.\gant. 

The wholesale method of supervision which now obtains in New York City is not 
only unscientific but it is, ineffective and extravagant. Science always means economy. 
This is true in education as in other lines of business. The reform which has just 
been started in Boston will serve as a landmark in educational In'story, because it marks 
a new point of departure in the logical and inevitable development of special super- 
vision in the elementary schools. To classify teachers on the basis of ability, to differ- 
entiate between strength and weakness in the individual, is tlie only scientific solution 
of this perplexing problem, and conditions are already compelling the adoption of 
such a method in the metropolis. 

With the growth of the City its school system has taken on such stupendous pro- 
portions that it is no longer either practicable or expedient to continue the present 
systepi of wholesale supervision. The corps of teachers in the elementary scliools now 
exceeds ten thousand, and is increasing with amazing rapidity. 'I'lie plan of universal 



134 

supervision has broken down of its own weight and it has become imperative to intro- 
duce a reform, not only as a means of saving money, but to relieve the class teachers 
from the incul)us of excessive supervision, which now rests so heavily upon them. With 
the extension of the school system its complexity has increased and supervisory o.fficers 
have been piled up, one above another, until a class teacher is now directly supervised 
by a principal, an assistant principal, a special teacher of music, a special teacher of 
drawing, a special teacher of sewing, and a special teacher of physical training, and 
is indirectly supervised by a director of music, a director of drawing, a director of 
sewing, a director of physical training, a district superintendent, a division or associate 
superintendent, and the City Superintendent. Teachers are in rebellion against this 
burdensome supervision and a hostile public opinion is demanding reform. 

Large Economy is Possible. 

The facts disclosed in this investigation prove that large economies are possible in 
the public schools. If a plan were adopted, not only in music but in all the special 
branches, whereby special supervision would be restricted to those teachers who actually 
need such assistance, the present corps of special teachers could be greatly reduced. 
According to the Civil List for 1904 there are 13 directors and 246 special teachers 
employed at an annual cost of $351,030 to supervise music, the several branches of 
manual training, and physical culture in the elementary schools. They arc as follows. 

Directors of Special Branches. 



Drawing ami Physical 

iHinuislis. Music, t'oiistructive Work. Sewing. Cooking. Sliopwork. Training. 

Manhattan and The 

Bronx i i i 1 .. 1 

Brooklyn i I i .. .. i 

Oueens i i . . . . . . i 



utile ("ily 3 3 2 I . . 4 

* This inchKks one General Director for all boroughs. 



135 

Si'icciAL 'J'eacheks or Special Branches. 



Drawing aiul Physical 

liuruuglis. Music. Constructive Work. Sewing. Cooking. biiopwork. Training. 

Manhattan and The 

lironx 26 _'8 ,^6 32 32 14 

lirooklyn 1 <, \(i 14 . . . . 7 

(hieens . . . .^ 7 S 3 

KichiiKind 4 J I . . . . I 



F.ntire Cit\ 



Cost of Simxiai, Sim'ekvision. 

Music $84,()8o 00 

Dfavving and constructive vvofk 80,760 00 

Sewing 66,500 00 

Cooking- ." 38 200 00 

Shopwork 43.290 00 

Pliy.sical training 37,600 00 



Total $351,030 00 



'I'ilK Dl'.l'AKTMKNT OF KdIKATION CoiILD SaVE $150,000 A YeAK. 

l'>o(li kai'Iicrs and principals should he classified strictly on the basis of their 
rllicicncy in racii of those so-called special l)r;niclies. it is pnihahlc that more super- 
visidu is ncedrd in nnisic than in any other subject, but there is no doubt that, luider 
tile slinnihis which a just recognition of ability would give, a large proportion of the 
class teachers could be excused from such supervision as is given by the special 
teachers of nnisic. In case the i)riiicipal is especially skilled in one of the special 
subjects, his entire school should be designated as one in which assistance of a special 
teacher in that particular subject is not required. "Excused from supervision" would 
thus conic to be a mark of merit for which all would strive. Such a policy would lift 
the leaden liand of uniformity which now rests so heavily on teachers of ability, and 
stimulate the whole corps to more efficient efi'ort. 

After music, drawing and constructive work are most in need of supervision, but 
if the course of study in the subjects were shorn of technicalities and superfluities, it is 
likely that fifty per cent, of the class teachers could be excused from supervision by 
special teachers. Lender the departmental system of teaching, which has been so widely 
adopted in the seventh and eighth grades of the grammar schools, it is possible to do 
away entirely with special teachers in grades in which this system obtains. In depart- 
mental work the teacher who has special aptitude and (lualilications for teaching a 



1 36 

given subject is assigned to give the instruction in that hrancli lo a numhirr of classes, 
instead of teaching a number of subjects to one class. In other words, each teacher 
becomes a specialist in one branch and vvilh a nuisic specialist, a drawing specialist, and 
a physical culture specialist in a given school, there is no need for special teachers of 
these subjects. Under the departmental system it is entirely practicable to have a 
teacher .skilled in each of these branches included in the regular corps of every gram- 
mar department, and this would do away with the need of special teachers in the gram- 
mar schools. 

Most of the special teachers of sewing should be dispensed with. If the dress- 
making and applied design were eliminated from the course of study, and the work 
confined to plain sewing, the great majority of the class teachers would be fully com- 
petent to give the instruction in this subject. The special teachers of cooking cannot 
be dispensed with, if this subject is to be retained, because, as already stated, a cooking 
teacher is not a supervisor, but is merely a class teacher who instructs pupils just as 
other class teachers do. The same is true of shop teachers. In physical training, as 
already stated in my special report on this subject, there is no occasion whatever for 
any elaborate system of supervision in the elementary schools. Under the direction of 
the principal and director of physical training, the average class teacher is abundantly 
able to give such physical exercises as should be given in the elementary schools. 

The facts set out in these five reports on sewing, cooking, drawing and constructive 
work, physical training, and music, show that great economies are possible in the 
administration of school affairs. If technical and scientific instruction in the special 
branches were eliminated from the course of study for the elementary schools, and a 
restricted system of supervision based upon a proper classification of teachers were 
adopted, it would be entirely feasible and highly beneficial to make large reductions 
in the present corps of special teachers whose salaries now aggregate over $350,000 a 
year. Such a curtailment of the course of study would also materially reduce the 
expenditures for special study supplies which now aggregate over $150,000 a year. 
If these reforms were instituted, the Department of Education could save $150,000 
a year on music, manual training, and physical culture in the elementary schools. 

Beyond saving $150,000 a year, the elimination of technical instruction in the 
special branches and unnecessary supervision by special teachers would go far toward 
restoring the neglected common branches to their rightful place by reducing to reason- 
able limits the time and attention given to the special branches. The present gross 
exaggeration of the place of the special studies is due to the fact that they are com- 
paratively new and are therefore specially supervi.sed. To dispense entirely with spe- 
cial teachers would go a long way toward restoring equilibrium in the curriculum and 
bringing order out of the present confusion in the schools, but this is not advisable at 
the moment because a part of the teachers still need extra help in these newer branches 
and it is therefore necessary to have some special teachers. F.ventually. of course, spe- 
cial teachers of music, manual training, and physical training will entirely disappear 



137 

and these subjects will become simply regular studies which every teacher must be 
able to handle. 

A special teacher is a device for facilitating the introduction of new subjects into 
the schools. Special supervision is the temporary scaffolding used in building an ex- 
tension to the course of study. It should be torn down as soon as the work is com- 
pleted. In place of grasping this fact and acting upon it, the Department of Educa- 
tion continues to enlarge its elaborate and costly scheme of special supervision, when 
the time is ripe to begin its destruction. The course of study has been extended. 
Music, manual training and physical culture are in the schools. Special supervision 
has been the means of putting them there, but in so far as it has accomplished this 
purpose it has become an obstruction to further progress. Special studies should be 
made regular studies and special teachers should be dispensed with as rapidly as pos- 
sible. Economy and the best interests of the children are at one in making this de- 
mand. 

Respectfully submitted, 

(Signed) ' (Mrs.) MATHILDE COFFIN FORD. 



REPORT No. 9. 

Showing the Amount of Property Held by the Board of Education as of date 
January 9, 1904, Which Had Not Been Improved— Cost of Carrying Charges 
and Loss of Taxes Resulting Therefrom. 

Hon. Edward M. GrouTj Comptroller: 

Sir — In accordance with your instructions, the following report and attached data 
relative to properties acquired for school purposes is respectfully submitted. The con- 
dition of the various properties included in the detailed statement attached was ascer- 
tained through inspection by your representatives on January 8 and 9, 1904, to which 
date calculations of interest were also made. The loss of taxes is figured on the valua- 
tions and at the rates which prevailed in the boroughs for the dififerent years, less an 
allowance for the cost of condemnation proceedings. 

In the Borough of Manhattan there are 20 plots of property, aggregating about 80 
lots, or about 175.000 square feet of land. On all of these 20 plots the buildings which 
originally encumbered them when title was vested in the City are still standing. The 
City -was in physical possession of these properties for periods varying from two months 
to seventy months. One plot owned for nearly six years cost the City $326,645.90, and 
the carrying charges for interest (3V2 per cent.) on the bonds issued to pay for the 
plot, together with an annual installment of i per cent., to provide for the redemption 
of bonds at maturity, has now amounted to $85,744.58, exclusive of the loss of taxes to 
the City, which, up to and including 1903, amounted to $25,756.80. Another plot 
has been in the City's possession for fifty-seven months. Six for two years or more; 
five from ten months to nineteen months, and the balance from two to nine months. 

The cost of acquiring these 20 plots in Manhattan was $1,539,854 34 

Interest or carrying cost to January 9, 1904 (4^/ per cent.), paid out of 

the Budget and included in tax levies 162,489 52 

Loss of taxes on these 20 plots 51,693 28 

Total cost to City to January 9, 1904 $1,754,037 14 



All of these properties are absolutely useless for school purposes in the condition 
in which they have been allowed to remain, no matter for what school purposes they 
were intended. 



139 

In addition to the 20 plots on which buildings are standing, there have been 
acquired four plots consisting of about 18 vacant lots, containing 45,000 square feet of 
land. One of these west of Seventh avenue, running through from One Hundred and 
Forty-seventh to One Hundred and Forty-eighth streets, has a frontage on both streets 
of 150 feet. It has been in possession of the City since April 25, 1901, over 32 months. 
It has never been improved and is now used as a recreation ground. No objection is 
made to this use of the property unless it is determined that increased school capacity 
has been needed in that neighborhood. In that event the property could have been 
improved and the same recreation facilities provided on the roof of the building, as is 
now being successfully done elsewhere. 

In the Borough of The Bronx six plots, containing 186,000 square feet, are in pos- 
session of the City. 

With the exception of a building on one of the sites, these properties are all vacant 
and available for use for school purposes. Part of one of these plots was acquired nine 
years ago, and the balance of the same plot four years ago. Of the others, one plot 
has been held 53 months, one 30 months, and the others, three, four and five months. 

The property cost the City $149,486 20 

Carrying charges to January 9. 1904 8,973 18 

Loss of taxes • 3.404 33 

Total cost to the City to January 9, i90_| $161,863 7i 



The Borough of Queens has six vacant plots available, containing 150,000 square 

feet. The City has owned one of these plots 4^/2 years, one for 3 years, 2 others for 

2^ years, and one which adjoins a school i-/> years, and the remaining one for 4 
months. 

These properties cost the City $35,410 1 1 

Carrying charges to January 9, 1904 3879 82 

Loss of taxes 1.556 66 

Total cost to the City to January 9, 1904 $40,84659 



In the Borough of Richmond there arc two plots, one acquired 8 months, and the 
other over 2 months ago. Both plots are vacant and available and contain about 
61 000 square feet. 

They cost the City , $4,750 00 

Carrying charges up to January 9, 190-1 48 00 

Loss of taxes 5 73 

Total cost to the City to January 9, 1904 $4,803 73 



140 

In the Borough of Brooklyn the City owns seven plots of property, containing 
about 165,000 square feet of land. From four of tliese plots the buildings have never 
been removed, and the other two are vacant lots. They have been owned l)y the City, 
one for _j8 months, one ior 30, one for 15, and the others for 8, 6 and 4 months, re- 
spectively. They are all available for school jiurposes. 

The City has. paid for tlicse Brooklyn plots ; $209 808 20 

Carrying charges to January 9. 1904 8.360 20 

Loss of taxes 2.896 47 

Total cost to the City to January 9, 1904 $221,064 87 



In addition to these seven plots, five plots have been purchased by the City, two 
of which are used for light and air, and two for ])Iaygrounds. One of the latter, how- 
ever, is reported as being fenced in and not apparently used. The remaining plot, 150 
by 252, is in the rear of Erasmus Hall. There are seven frame buildings on this piece 
of ground which are used for class-rooms. The Board of Educatit)n on December 31, 
1903, reported that plans were under way for this plot. It has been owned by the 
City for 28 months and has been available for improvement all that time. 

Your attention is respectfully called to the -fact that the present Board of Educa- 
tion was not in control of the schools in the Borough of Brooklyn until February, 
1902. The con(htion reported herein, however, shows the condition as it now exists. 

The Board of Education, under date of December 31, 1903, in reply to your re- 
quest, submitted a list of "Property acquired for school purposes not yet improved." 
In this list there are mentioned 34 plots, 29 of which are included in the 41 mentioned 
in this report, and the other five are included in those which are vacant properties 
acquired for light, air or recreation purposes, and not included in the estimate of the 
cost of the 41 sites. In the report the Board of Education states that it has plans under 
way for 12 of these plots, and plans ready for 2. Oi the 12 plots ior which plans are 
under way 5 are in r^Ianhatlan and have been in the possession of the City 31 months, 
26 months. 6 months, 4 months and 2 months, respectively. Four of these are for 
additions to existing school-houses and i for a new school. Buildings are still stand- 
ing on all of these 5 plots, as is the condition also of the property for which plans are 
rci)orted ready. 

In the Borough of The Bronx plans arc under way for 2 plots, i of which has 
been in the possession of the City for 53 months and the other for 5 months. 

\n the Borough of Brooklyn plans are reported under way for 2 plots which the 
City has held for 15 months and 4 months, respectively. 

Plans are also mider way for a plot in Queens which the City has held title to 
for 17 months, and plans ready for a plot which has liccn in the City's hands for 4 
months. 



141 

In Richmond Borough plans are under way for the 2 plots that have been in 
the possession of the City for 2 and 8 months, respectively. 

You will notice that in no case has a contract been reported let or awarded for 
the improvement of any of the 41 plots that have been in possession of the City from 
2 to 70 months. The attached compilation will show those plots for the improvement 
of which there are plans under way or ready. 

The Board of Education in its report of December 31, 1903, does not account 
for all of the plots mentioned in your report. They are, however, properly included in 
your report, as in each case the buildings are still standing and the plots are useless 
in the present condition. 

Under date of December 17, I9C'2, you addressed a communication to the Presi- 
dent of the Board of Education .giving a list of 42 properties acquired for school pur- 
poses throughout the City. You requested that the list be examined and that you 
be advised as to the intention of the Board of Education concerning these properties, 
and that the properties not needed for school purposes be turned over to the Com- 
missioners of the Sinking Fund for their disposition. The Board of Education on 
January 17. 1903, submitted a report in reply to your request, in which ft explained 
the status of each of the 42 sites or properties. In the report of the Board of Edu- 
cation 10 of the 41 properties treated of in this report are mentioned, 8 in Manhattan 
and I each in The Bronx and Brooklyn. 

Borough of Manhattan — Of the property on Fifteenth and Sixteenth streets, 
between First avenue and Livingston place, which has been owned by the City for 70 
months, the Board of Education says that it is its intention to use the site " for 
manual training high school and girls' technical high school. It is expected that 
contracts will be let early this year (1903)." In the report of the Board of Education 
of December 31, 1903, nearly a year later, it is indicated that no action has been taken 
to improve this site. In their report of January 17, 1903, the Board of Education 
reports on the following properties : 

Nos. 208 to 218 East Thirty-third street; 
Nos. 437 to 439 West Forty-ninth street; 
Nos. 2>-7 to ZH East Fourth street ; 

— that they "' will be improved as soon as funds are available." In their report of 
December 31, 1903, plans under way are reported for the Fourth street site, but 
nothing is said about the other two. Regarding No. 29 Norfolk street, it is reported, on 
January 17, 1903, that additional property is being acquired and a large building will 
soon be erected. No action toward this improvement was reported in the December 
31 report. 



142 

Of the plot facing on Broome, Clarke and Dominick streets, which was acquired 
for a new school, the Board of Education reports, on January 17, 1903, that " a new 
building will probably be erected in the near future." On December 3:, 1903, accord- 
ing to the report of the Board of Education, plans were not yet under way for this 
site, which has been owned by the City for over 30 months, and has now cost, for 
carrying charges and loss of taxes, over $36,000. Regarding No. 456 West Fifty-eighth 
street and Nos. 169 to 173 East One Hundred and Fourteenth street, it is stated in the 
January 17, 1903, report, that they will be improved " as soon as funds are available." 

The Board of Education, in this same report of January 17, 1903, reports on one 
site in the Borough of The Bronx, located at Eagle avenue and One Hundred and 
Sixty-third street. It says that " addition will be built as soon as required and funds 
are available." The December, 1903, report of the Board of Education does not show 
that anything has been done with this site. In the Borough of Brooklyn, the Board 
of Education reports in January, 1903, in connection with the McKibbin street property, 
that it " will be improved as soon as funds are available." 

As to the availability of funds, it is found by an investigation of the condition 
of the School Building Fund, that on January i, 1903, ample funds were available. 
The condition of the " School Building Fund " on January i, 1903, as shown by the 
books of this Department, was as follows : 

Cash balances for all boroughs $4,452,320 46 

Bonds fully authorized and unissued 5,300,000 00 

$9,752,320 46 

Contract liability $4,133,435 68 

Land liability 69,550 00 

4,202,985 68 



Available January i, 1903, for school sites and the improvement of sites. . $5,549,334 7^ 



The condition of this same fund on December 31, 1903, was : 

Cash balances for all boroughs $639,631 79 

Bonds fully authorized and unissued 11,718,430 00 

$12,358,061 79 

Contract liability $5,344,258 58 

Land liability 585,172 00 

5.929,430 58 



Available January i, 1904, for school sites and the improvement of sites. $6,428,631 21 



143 

To summarize, your investigation has developed the fact that there are in the Greater 
City, available for school purposes, 41 plots which have been left idle and unimproved. 
Most of those in Manhattan and Brooklyn are well distributed and favorably located 
for school purposes, as are those also in the other boroughs. 

It cannot be urged that those properties on which buildings have been allowed to 
remain for the great length of time reported, were awaiting plans and specifications for 
the proposed new purposes, nor can this excuse be more properly made in connection 
with the vacant properties. There are several instances where the Board of Education 
actually opened bids for the erection of new school buildings before the title of the 
property on which they were to be built became vested in the City. These instances 
are reported on in the supplementary report affecting the conditions of school sites that 
have been improved. While this condition is irregular it is not entirely improper. 

The Board of Education is practically assured that a site will be available for its 
purposes when action has been taken by the Board of Estimate and Apportionment, and 
it is practicable to have plans prepared during the interval between the action of the 
Board of Estimate and Apportionment and the time when the City takes physical pos- 
session of a site. 

The failure of the Board of Education to improve the sites which have been avail- 
able and subject to their orders has not only aggravated the condition of inadequate 
seating capacity for children of school age, but has placed an unnecessary burden on the 
taxpayers, as the following statement shows : 

The City has paid for the 41 sites mentioned, which does not include those acquired 
and actually used for light, air and ventilation, or for play and recreation grounds : 



Carrying 

Cost of Property. Charges to Amount of 

Jan. 9, 1904. Tax Loss. 

Manhattan $1,539,854 74 $162,489 52 $51,693 28 

The Bronx 149,486 20 8,973 18 3,404 33 

Brooklyn 209,808 20 8,360 20 2,896 47 

Queens 35,41011 3,87982 1,55666 

Richmond 4,750 00 48 00 5 73 



$1,939,308 8s $183,750 72 $59,556 47 
183,750 72 
59,556 47 



$2,182,616 04 



M4 

This is the amount that has been needlessly employed, as not a single contract h'as 
been let for improvements on any of the property included in this large sum. The 
$183,750.72, carrying charges, has been a direct drain on the taxpayers, as the interest 
and installment amounts for the bonds are raised by taxation. This is also true of 
the $59,556.47, the loss of taxes which would have been paid into the City Treasury, 
and have reduced taxes by just that amount. It will cost the City each year that these 
properties remain in their present condition, for carrying charges, $87,268.90. This is 
the annual cost of carrying the principal invested, and will have to be raised by taxation 
annually. In addition, the loss of taxes will, at a 1.50 rate for all boroughs, amount 
to $29,032.35 annually. 

The revenue from buildings on the property acquired in the form of rents have been 
more than offset by the appropriations that have been made for buildings and quarters 
rented by the Board of Education for use as classrooms. The Board has been allowed 
for 1904. for rent, $129,366.20. 

At least ninety per cent, of this will be used for class-rooms. In the estimate 
of expenses for 1904, submitted to the Board of Estimate and Apportionment by the 
Board of Education, they requested that money be provided for loi properties that 
they desired to lease, in which estimate the sum of $26,750 was not itemized. 

Manhattan 27 leases requested and $10,000 not itemized. 

Brooklyn 2>7 leases requested and 5,000 not itemized. 

Bronx 14 leases requested and 5,000 not itemized. 

Queens 17 leases requested and 5,750 not itemized. 

Richmond 6 leases requested and 1,000 not itemized. 

In addition to the 41 properties or sites previously mentioned, the Board of 
Education has, by resolutions, requested the Board of Estimate and Apportionment 
to authorize the following: 

Sites. 

Manhattan 7 

Bronx 5 

Brooklyn 18 

Richmond 7 

Queens 7 

Total 44 



143 

These applications arc now being considered. Exclusive of the 44 sites requested 

there are now in the course of condemnation: 

Sites. 

^Manhattan 3 

Queens 2 

Brooklyn 7 

Total 12 

Respectfully submitted, 

E. E. SCHIFF, Clerk to the Comptroller. 



146 

Sites Acquired for the Board of Education 



Location of Sites. 



Date of 

\'estins; of 

Title. 



Number of 

Mos. Owned Cost of 
by City. Property. 



Carrying 

Charges to Amount of 
Jan. 9, 1904. Tax Loss. 



Borough of ]\Ianliattaii. 

Sixty-third street, No. 214 East. Apr. 17, 1859 57 $17,683 20 

One Hundred and Fourteenth 

street, Nos. 169-173 East.. Feb. 11,1901 31 ^7,974 20 

Clark, Broome and Dominick 

streets July 27,1901 29 241,92200 

Fourth street, Nos. 327 to 337 

East Nov. 3,1901 26 126,297 70 

Forty-ninth street, Nos. 437-439 

West Dec. 27,1901 24 50,645 15 

Thirty-third street, Nos. 208- 

218 East Dec. 9,1901 25 7^^,273 25 

Norfolk street. No. 29 Dec. 18,1901 24 37.250 00 

F'ifty-eighth street. No. 456 

West May 14, 1902 10 33.760 20 

James street, No. 92 Jan. 26, 1903 1 1 35.298 00 

Twenty-first street, Nos. 219- 

221 East Jan. 19,1903 11 46,43500 

King street. No. 27 Mar. 6,1903 10 19.190 00 

F"ifty-fifth street, Nos. 132-134 

West Mar. 12, 1903 8 65,000 00 

First avenue, No. 937 Apr. 6, 1903 9 28,180 00 

Ninth street. East, Nos. 605 to 

615 July 17.1903] 

Tenth street. East, Nos. 350 to ^6 227,735 00 

360 July 17. 1903J 

Seventeenth street. No. 418 

East Aug. 19,1903 4 20,50000 

One Hundred and Ninth street. 

No. 219 East Sept. 10, 1903 4 14,00000 

One Hundred and Ninth street. 

No. 221 East Oct. 28,1903 2 13,00000 

Forty-first street, Nos. 209 to 

213 East Oct. 15, 1903 2 35.000 00 

First street. East, No. 44, rear 

of Oct. 14, 1903 2 8,010 00 

Seventeenth street, Nos. 410 to 

416 East Oct. 27, 1903 2 93.054 74 

Fifteenth and Sixteenth streets, , 

between First avenue and 

Livingston place Feb. 25,1898 70 326,645 90 

$iv539.854 34 

a. One Hundred and Third 

street, west of Second ave- 
nue Apr. 22,1901 32 $12,001 90 

b. One Hundred and Forty- 

seventh street, west of 

Seventh avenue Apr. 25,1901 32 67,606 60 

c. Eighteenth street. No. 357 

West May 7, 1903 8 6,698 60 

Forty-fifth street, between Tenth j Dec. 17,1892 132 18,492 50 

and Eleventh avenues (May 15,1897 80 16,000 00 

Borough of The Bronx. 

Eagle avenue, between One 
Hundred and Sixty-first 
and One Hundred and 
Sixty-second streets June 22,1901 30 $17,445 38 

Longwood avenue, between 

Kelly and Beck streets.... July 31, 1903 5 27,500 00 

Ogden avenue and One Hun- 
dred and Sixty-ninth street July 28, 1899 53 10,260 32 

Juliana street and Elliot ave- (Feb. 5,1894 iig 4,600 00 

nue I Mar. 7, 1899 46 7.582 62 

a. Play-ground. b. Recreation ground. c. Light and air. 




? 1,963 69 
515 63 



$669 67 
348 98 



2,039 18 661 10 

2,035 50 609 81 

1,308 07 480 27 



147 



for School Ptirl'oscs, aitd not Improved. 



Condition of 
Property on 
Jan. 8, 1904 



Size of Plot. 



Adjoining or Board Educa- 

in Rear of tion Report, 

Public School. Dec. 31, 1903. 



Building still standing 

Buildings still standing 

Buildings still standing 

Buildings still standing 

Buildings still standing 

Buildings still standing.... 
Buildings still standing. . . . , 

Buildings still standing 

Buildings still standing 

Buildings still standing.... 
Buildings still standing.... 

Buildings still standing 

Buildings still standing 

Buildings still standing.... 

Buildings still standing 

Buildings still standing 

Buildings still standing 

Buildings still standing 

Buildings still standing 

Buildings still standing 

Vacant lots 

Vacant lots 

Vacant lots 

Vacant lots 

Vacant lot and one building. 

Vacant lots 

Vacant lots 

Vacant lots 



25 X 


100' 


63 X 


II l' 


15^ X 


168 


122 X 


96' 


139 X 


100' 


100 X 


ico' 


25 X 


100' 


25 X 


100' 


25 X 


100 


44 X 


100' 


25 X 


100' 


50 X 


100' 


30 X 


100' 


150 X 


92' 


150 X 


92' 


25 X 


100' 


39 X 


100' 


60 X 


100' 


25 X 


25' 


100 X 


92' 


210 X 


106' 



50 X 100 X 201 



20 X 47 

100 X 100' 



25 X 99' and 75 x 130' 

200 X 100' 

SO X 86', 168 X 108' X 179' 
200 X 125' 



74 

57 Plans under way 

15 Plans under way 

84 
116 

141 
114 

N.Y.T.S. Plans ready 



135 

Plans under way 

104 

83 Plans under way 

27 
79 
104 Plans under way 



56 
rear of 51 



Plans under way 
Plans under way 



I4S 



Location of Sites. 



Date of 

Vesting of 
Title. 



Number of 

Mos. Owned Cost of 
by City. Property. 



Carrying 
( harges to 
Jan. 9, 1904. 



Prospect avenue and Jennings 

street Sept. 17,1 903 

Gerard and Walton avenues... Oct. 6,1903 



$50,000 00 
32,097 88 

$149,486 20 



$750 00 
361 II 



.973 18 



Borough of Queens. 

Jamaica and Hopkins avenue.. Jan. 12,1901 

Washington and Pulaski streets May 21,1901 

John street and Prospect place. July 16, 1902 
Charlotte avenue and Seventh 

street Aug. 9, 1899 

Kaplan avenue, Hammond and 

Horton streets May 26,1901 

Kou\yenhoven street, Long Isl- 
and City Aug. 31,1 903 



Borough of Richmond. 

Boulevard, between Wardwell 

avenue and Fisk avenue. . Nov. 2, 1903 
Pleasant avenue and Woodrow 

road Apr. 23,1903 

Borough of Brooklyn. 

McKibbin street, between Gra- 
ham and Manhattan ave- 
nues July 29,1901 

Albany avenue and Dean street Oct. 15, 1902 

Bushwick avenue, between Mc- i Apr. 16,1903 

Kibbin and Siegel street., i Sept. 21, 1903 

Hicks street, Nos. 27 to 39.... May & Sept., 1903 

Poplar street, Nos. 52 to 62... May & July, 1903 
Middagh street, Nos. 49 to 

53 May & June, 1903 

Quincy street. No. 864 Aug. 28,1903 

Suydam street. No. 355 Aug. 28,1903 

d. Eleventh avenue, Windsor 

place and Sherman street. Jan. 8, 1900 

e. Humboldt street, south of 

Engert street Sept. 9,1901 

f. Watkins street, south of 

Glenmore avenue Apr. 7.1903 

g. Monitor street, near Driggs 

avenue Nov. 10,1899 

h. Putnam avenue and Madi- 
son street, near Marcy ave- 
nue Dec. 9,1899 

i. Bedford avenue, near East 

Broadway Sept. 18, 1901 



36 

31 
17 


$9,463 
7.005 
3.938 


59 
80 
45 


$1,277 74 
814 45 
219 94 


53 


2.550 


00 


506 81 


31 


8,633 


10 


1,003 59 


4 


3.819 


17 


57 29 




$35,410 


1 1 


$3,879 82 


2 


$4,200 


00 


$31 50 


8 


550 


00 


16 50 




$4,750 


00 


$48 00 



30 


$5,671 


00 


15 


42,000 


00 


8 


28,000 


00 


4 


17,000 


00 


4 


49,600 


00 


6 


22,000 


00 


6 


19,500 


00 


4 


10,000 


00 


4 


2,700 


00 




2,400 66 



.360 



28 


$4,698 60 


$493 40 


5 


3,400 00 


63 75 


50 


6,560 75 


1,230 19 


49 


53,177 65 


9,771 46 


28 


30,162 03 


3,167 01 



$S 73 



2.541 46 



139 44 
$2,896 47 



d. Streets not opened. e. Light and air, f.. Light and air. g. Play-ground. h. Playground. 



149 



Condition of 
Property on 
Jan. 8, 19C4. 



Size of Plot. 



Adjoining or Board Educa- 

in Rear of tion Report, 

Public School. Dec. 31, 1903. 



Vacant lots . 
Vacant lots . 



286x234 X 33x341' 
201 X 203 X 222 X 47' 



( Vacant lots . 
1 Vacant lots. 
Vacant lots. . . 



Vacant lots. 
Vacant lots. 
Vacant lots. 



190 X 125 
262 X 214' 
150 X 100' 

100 X 180' 

200 X 206' 

100 X 100' 



71 Plans under way 



6 Plans ready 



Vacant lots. 
Vacant lots. 



150 X 145 
200 X 200' 



Plans under way 
Plans under way 



Bailding still standing 

Vacant lots 

Vacant lots and frame buildings. 



Buildings still standing., 
Buildings still standing.. 



Buildings still standing., 
Buildings still standing.. 
Buildings still standing.. 

Vacant lots 



25 X ICO 

200 X 175' 

201 X 227' 

\ 

y. 200 X 169' 
I 
J 



41 X 100 
25 X 100' 



200 X 210 



26 
123 



Plans und«r way 
Plans und-ff way 



Vacant lots . 
Vacant lots . 
Vacant lots . 



64 X 100' 

50 X 100' 

100 X 60' 



51 

84 



Vacant lots 

Frame buildings still standing. 



200 X 140 
150 X 252' 



B.H.S. 
rear of E. H. 



Plans under way 



L Used as classrooms. 



ISO 

RECAPITULATION. 

Cost Carrying 

Borough. of Charges to 

Property. January 9, 1904. 

Manhattan $1,539,854 34 $162,489 52 

Bronx 149,486 20 8,973 18 

Brooklyn 209,808 20 8,360 20 

Queens 35,410 11 3,879 82 

Richmond 4,750 00 48 00 

Totals $1,939,30885 $183,75072 

Grand total cost of properly up to January 9, 1904 

(Excluding property used for light, air or playgrounds and re- 
ported herein as vacant property.) 



Araouat 

of 

Tax Loss. 


$51,693 


28 


3.404 


33 


2,896 


47 


',556 


66 


5 


73 



$59, 55^ 47 



$2,182,616 04 



REPORT No. lo. 

Showing the Lapse of Time Between the Acquisition of Property and the 
Letting of Contracts for Construction Thereon on Contracts by The Board 
of Education during 1901, 1902 and 1903. 

Hon. Edward M. Grout, Comptroller: 

Sir — Supplementary to the report showing the status of property acquired for 
school purposes and not improved, the following report, with attached data, showing 
the condition of properties acquired that have been improved, is respectfully submitted, 
in pursuance with your instructions. 

The investigation to ascertain how long sites, upon which contracts for construction 
have been let during the past three years, were held before being improved shows the 
same condition of premature purch-ise and investment in properties, with the attendant 
loss growing out of carrying charges and the loss of taxes, as exists in connectiim with 
the properties purchased and not improved. 

In the Borough of Manhattan contracts were let for 12 new schools, or additions 
to schools already built. The title for the properties improved had been vested ii) the 
City for one of the plots, that on which the DeWitt Clinton High School is l)eing 
erected, for nearly seven years before a contract was let. The cost to carry this piece 
of property from vesting date to the date the contract was let was $62,564.76, and the 
loss of taxes amounted to $16,634.84, a total of $79,199.60. 

Of the other plots, one was owned by the City for 61 months, one for 60 months, 
one for 55 months, one for 24 months, the others for 13, 12, 9, 7, 6 and 4 months, 
respectively. The contract for the improvement of the remaining plot and addition to. 
Public School 106, on Mott and Elizabeth streets, near Spring street, was let on Decem- 
ber 30, 1902, two days before title to the property was vested (January 2, 1903) in the 
City. 

The carrying charges for the Manhattan properties from the date title was 

vested to the date that contracts were let, were $150,499 42 

Loss of taxes 38,323 48 

Cost to the City for carrying charges and taxes $188,822 90 



152 

Taxes are computed on the basis of the valuations and at the rates that prevailed 
in the different boroughs during the period these properties were unimproved. Taxes 
are not charged for any year in which a contract was let, on the assumption that the 
property would have been bought in such year. Neither are they figured for any year 
where title vested after the first Monday of October. Allowance was also made for 
condemnation costs. 

In the Borough of The Bronx four contracts were let, the plots being in possession 
of the City for 59 months, 45 months, 8 months and 2 months, respectively. 

The carrying charges for the Borough of The Bronx were $21,679 43 

Loss of taxes 4,446 06 

Cost to the City for carrying charges and taxes $26,125 49 

In the Borough of Queens four contracts were let after the properties had been in 
the City's possession for 23, 12, 6 and 3 months, respectively. 

The carrying charges for the Borough of Queens were $2,275 38 

Loss of taxes 431 55 

Cost to the City for carrying charges and taxes $2,706 93 

In Richmond Borough two contracts were let, the City being in possession of the 
properties for 7 and 4 months. 
The carrying charges were $556 10 



For the Borough of Brooklyn the attached compilation is arranged to show prop- 
erties improved, for which title was vested in the City previous to February, 1902, 
when the present Board of Education assumed control of the school affairs of that 
borough, and those that were acquired subsequent to that time. The whole, how- 
ever, presents the conditions that existed, and consists of 18 plots of property. They 
were in possession of the City before contracts for improvements were let for periods 
varying from 3 months to 33 months. Contracts for schools on 2 of these plots were 
let before title to the property was vested in the City. The contract for School 145, 
Central avenue and Noll street, was let December 29, 1902, and the title to the site 
was not vested in the City until January 9, 1903, 11 days later. The contract for 
School 47, on Pacific street, between Third avenue and Nevins street, was let April 
6, 1903, the City coming in possession of the site on May 20, 1903, over 6 weeks later. 

The carrying charges for the Brooklyn properties were $30,950 97 

Loss of taxes 6,971 55 

Cost to the City for carrying charges and taxes $37,922 52 



153 

Summarized, the cost of allowing school sites to remain idle for the periods men- 
tioned, was : 

For Carrying For Loss 
Charges. of Taxes. 

Manhattan $150,499 42 $38,323 48 

The Bronx 21,679 43 4,446 06 

Brooklyn 30,95° 97 6,971 55 

Queens 2,27538 43155 

Richmond 556 10 

$205,961 30 $50,172 64 
50,172 64 

Total cost to City $256,133 94 

The detail of the 40 improvements mentioned in this report will be found on the 

attached compilation. 

Respectfully submitted, 

E. E. SCHIFF, Clerk to the Comptroller. 



154 



Stalcuiciit Shozciii^ the Dclav in 



Location of Sites. 



Title Vested 
to Site. 



Borough of Manhattiiii. 

Public School 1 86, One Hundred and Forty-fifth and One Hundred and Forty- 
sixth streets, between Amsterdam avenue and Broadway 

Public School 1 88, East Houston, Lewis, Third and Manhattan streets 

DeVVitt Clinton High School, Tenth avenue, Fifty-eighth and Fifty-ninth streets. . 

Public School 31, Monroe and Gouverneur streets 

Public School 39, One Hundred and Twenty-sixth street, between Second and 
Third avenues 

Public School 190, Eighty-second street, between First and Second avenues 

Public School 1 10, Broome and Cannon streets 

Public School 132, Wadsworth avenue, between One Hundred and Eighty-second 
and One Hundred and Eighty-third streets 

Public School 106, Mott and Elizabeth streets, near Spring street 

Public School 183, Sixty-sixth street, near First avenue 

Public School 150, Ninety-fifth and Ninety-sixth streets, near First avenue 

Public School 62, Hester street, between Essex and Norfolk 



Mar. 14, 1899 
May 22, 1901 
Feb. 26, 1898 
Apr. 25, 1901 

Nov. 17, 1897 
July 27, igoi 
Jan. 17, 1902 

Nov. 26, 1897 
Jan. 2, 1903 
May 21, 1898 
Mar. 2, 1903 
July 7, 1903 



Borough of Tlie Bronx. 

Morris High School, Boston road and One Hundred and Sixty-sixth street.... 

Public School 176, Amethyst avenue, north of Morris Park 

Public School 14s, One Hundred and Sixty-tiftli street, between Tinton and Union 
avenues 

Public School 37, One Hundred and Forty-fifth and One Hundred and Forty- 
sixth streets, east of Willis avenue 

Borough of Queens. 

Public School 83, Vernon avenue, between Pierce and Graham avenues 

Long Island City High School, Wilbur avenue and Academy street 

Public School 84, Albert street, Ditmars and Potter avenue 

Public School 81, Cypress avenue, Ralph and Bleecker streets 

Borough of Richmond. 

Public School 34, Fingerboard road, between Grant and Ft. Wadsworth 

Public School 26, Richmond turnpike, between Wilde and Prospect 



Feb. 
Dec. 


26, 
20, 


1897 
1897 


Oct. 


29, 


1901 


July 


7. 


1903 



Jan. 12, 1901 

Apr. 18, 1 90 1 

Oct. 27, 1902 

Aug. 26, 1902 



May 13, 1902 
Feb. 13, 1903 



Borough of Brooklyn. 
Public School 130, Ft. Hamilton avenue, between Ocean parkway and East Fifth 

street Nov. 1 1 , 1 899 

Public School 138, Prospect place, west of Nostrand aventie Jan. 10, 1900 

Public School 1:2, Fifteenth avenue. Seventy-first and Seventy-second streets.... Aug. 30, 1901 

Public School 100, Third street, between Park place and Sheepshead avenue Sept. 8, 1901 

Public School 129, Quincy street, between Stuyvesant and Lewis avenues Nov. 11, 1899 

Male Training High School, Seventh avenue, Fourth and Fifth streets Nov. 21, 1900 

Public School 7, York, near Bridge street Aug. 14, 1901 

Public School 142, Henry and Rappelyea streets Apr. 3, 1901 

Public School 137, Saratoga avenue, between Chauncey and Bainbridge streets.. Jan. 5, 1900 

Public School 139, Avenue C, between Thirteenth and Fourteenth streets Aug. 26,1901 

Public School 141, Leonard street, between McKibben and Boerum streets Aug. 10, 1901 

Public School 143, Havemeyer street. North Sixth and North Seventh streets.... Apr. 17, 1902 

Public School 119, Avenue K and East Thirty-eighth street Apr. 17, 1902 

Public School 144, Howard avenue, between Prospect place and St. Mark's Apr. 17, 1902 

Public School 146, Eighteenth and Nineteenth streets, east of Sixth avenue June 11, 1903 

Public School 80, West Seventeenth and Nineteenth streets, near Neptune avenue. Sept. 28, 29, 1903 

Public School 14s, Central avenue and Noll street Jan. 9, 1903 

Public School 47, Pacific street, between Third avenue and Nevins street May 20, 1903 



Total cost to the City for carrying charges and loss of taxes from date of vesting 



155 



tlic Improvement of School Sites. 



Number of Mos. Cost 

Contract Let. Before Contract of 

Was Let. Property. 



Carrying Charges 

From Vesting Date 

to Letting Date. 



Amount 

of 
Tax Loss. 



Years. 



Mar. 15, 
Dec. 2z, 
Nov. II, 
June 13, 

Dec. 22, 
July 25, 
Oct. 13, 

Nov. 3, 
Dec. 30, 
Dec. 15, 
Sept. 23, 
Nov. 9, 


1901 
1901 
1903 
1902 

1902 
1902 
1902 

1902 
1902 
1902 
1903 
1903 

1900 
1902 

1902 

1903 

1902 
1902 
1903 
1902 

1902 
1903 

1902 
1902 
1903 
1903 
1901 
1902 
1903 
1902 
1901 
1901 
1901 
1902 
1902 
1902 
1903 
1903 
1902 
1903 


24 

7 

68 

13 

61 

12 

9 

60 

55 
6 
4 

45 
59 

8 
2 

23 

12 

6 

3 

7 
4 

33 
29 
26 
23 
20 
18 
22 
IS 
12 

3 
3 
7 
8 
8 
3 
3 


$1 10,414 

359,135 

245,351 

87,211 

1 17,140 
76,355 
120,433 

25,755 


80 
35 
80 
84 

55 
75 
IS 

35 


$9,937 36 
9,427 29 

62,564 76 
4,251 59 

26,796 00 
3,436 02 
4,064 61 

5,794 85 


$3,140 


15 


1899- 


1900 


16,634 84 
1,208 73 

10,589 54 
1,058 28 


1898- 
1901 

1898- 
1901 


1902 
1901 


1,396 


95 


1898- 


1901 


79,186 

85,952 

397,380 

$100,404 
9,000 

68,994 

90,020 

$12,955 
18,183 
15,500 
15,364 

$20,499 
1,200 

$36,520 
58,068 
12,265 
9,656 
34,143 
92,450 
21,798 
26,762 
33,170 
18,949 

113,265 
54,454 
14,134 
21,799 
32,750 
11,250 


95 
20 
00 

49 
00 

6S 
00 

40 

15 
00 
70 

00 
00 

87 
78 
50 
33 
00 
70 
55 
20 
90 
73 
45 
59 
80 
42 
00 
00 


16,332 
1,933 
5,960 


32 
92 
70 


4,294 


99 


1898- 


1 90 1 














1897- 
1898- 






$150,499 


42 


$38,323 

$3,957 
488 


_4_8 
16 




Nov., 
Nov. 7, 

June 20, 

Sept. 23, 


a. 

$16,943 18 
1,991 25 

2,069 85 
675 IS 


1899 
1901 














1901 
1901 






$21,679 


43 


$4,446 


06 




Dec. I, 
May, 
Apr. 20, 
Dec. 15, 


$1,117 
636 
348 
172 

$2,275 


37 
41 

75 
85 

J8 

10 
00 


$179 
251 


56 
99 












$431 


55 






Dec. 30, 
June 29, 


$538 
18 
















1900- 
1900- 
1901- 
1901- 
1900 
1901 
1901- 
1901 
1900 






$556 

$4,519 
6,31s 
1,195 

832 

2,560 
6,240 

1,798 
1,505 

1,493 
213 
1,274 
1,429 
424 
653 
368 
126 


10 

47 
00 
84 
83 
72 
44 

36 
01 
19 
23 
44 
05 
97 
44 
56 










. 


. 




Aug. IS, 
June 27, 
Nov. 23, 
Aug. 17, 
July 8, 
June 4, 
June 8, 
July 3, 
Jan. 7, 
Dec. 9, 
Nov 18 


$1,087 
1,682 

373 

297 

514 
1,430 
671 
414 
500 


20 
87 
09 
62 
83 
19 
56 
00 
19 


1901 
1901 
1902 
1902 

1902 




















Dec. 30, 
Dec. 24, 
Sept. 8, 


































Dec. 29, 
Apr. 6, 










74.909 


36 




























$30,950 


97 


$6,971 


55 




of title to date contracts 


were let. . 










$256,133 


94 







156 



RECAPITULATION. 



Amount of 
Carrying Charges. Tax Loss. 



Manhattan $150,499 42 $38,323 48 

The Bronx 21,679 43 4,446 06 

Brooklyn 30,9So 97 6,97155 

Queens 2,275 38 43' 55 

Richmond 556 10 



$205,961 30 $50,172 64 



REPORT No. II. 

Circulating Class Libraries— A Costly Feature of Work in the Schools, Which 
is Made Superfluous by the Public Libraries. 

Hon. Edward M. Grout, Comptroller: 

Sir — In compliance with your instructions to inquire into the mutter of the circu- 
lating class libraries, now being established in the elementary schools of the City by 
the Board of Education, I beg to submit the following report : 

Instead of training the children in the public schools to use the splendid public 
libraries which are everywhere at hand, and which are maintained by the City at an 
annual cost of nearly half a million dollars, the Department of Education has recently 
adopted the plan of establishing a small class library in each of the ten thousand class- 
rooms of the elementary schools, and is now spending $50,000 a year on this scheme. 
The idea is to furnish the children with books which they may carry home and read out 
of school hours. 

These libraries are established under the conditions of the Consolidated School 
Law, which was enacted in 1894, ^nd which provides that, 

" So much of the school library money as shall be needed for that purpose shall be 
apportioned among the several cities and school districts by the State Superintendent of 
Public Instruction, who may, so far as consistent with the law, make, alter or repeal 
any rules that he may deem proper for regulating expenditures of the school library 
money, and the administration and care of school libraries established or maintained 
under authority of this act ; provided that no portion of the school library money shall 
be expended except for books approved by the said Superintendent.'' 

To entitle a city to share in the State library money it must raise for school library 
purposes a sum at least equal to that which it shall receive from State funds, and the 
City Superintendent cr some other authorized agent of the Board of Education, must 
certify to the State Superintendent the raising of the said sum, and must agree to 
expend, in accordance with the law and regulations governing the expenditure of such 
moneys, this sum and the sum which the City may receive from the State. 

The School Library Fund. 

Prior to consolidation, this school library money was paid to the former munici- 
palities and school districts, but after consolidation the educational interests of the City 
were gradually centralized, and, in 1903, the school library funds of the. several bor- 



15S 

oughs were drawn together, the accunuilated balance on December 31, 1902, being 
$92,760.61. The appropriation by the State for 1903 was $22,184.50, and on June 2, 1903, 
the Comptroller of the City paid over an equal amount to the City Chamberlain. This 
money is placed to the credit of the school library fund, and is drawn upon by 
vouchers of the Board of Education. The amount appropriated by the State for 1904 
is $21,530.15, and a similar amount will be contributed by the City. 

SUMMARY. 

Balance on hand December 31, 1902 $92,760 61 

Appropriation by State for 1903 22,184 50 

Appropriation by City for 1903 22,184 50 

Appropriation by State for 1904 21,530 15 

Appropriation by City for IQ04 21,530 15 

Total $180,189 91 



The Plan Adopted. 

In 1902 the Board of Education began to consider ways and means of spending the 
accumulated moneys. The Committee on Lectures and Libraries recommended that it 
be applied, as far as practicable, to the establishment of class libraries composed of 
books selected to meet the needs of the pupils according to age. One of these libraries 
was to be placed in each schoolroom, and, although the books were to be used for 
general reference, still the main purpose was to furnish the child with books to be read 
outside of school hours. A special time was to be set aside when books could be drawn 
out and taken home, the teacher acting as librarian. On July 7, 1902, the Board of 
Education adopted the report, authorized the establishment of a Bureau of Libraries 
and the appointment of a Superintendent of Libraries, to have general supervision of 
public school libraries under the direction of the Committee on Lectures and Libraries. 
On February 15, 1905, Mr. Claude G. Leland, of Buffalo, was appointed Library Super- 
intendent. 

Statistics collected for the Committee on Lectures and Libraries in 1902 showed 
that 67 of the schools were practically without library books of any description, while 
each of the remaining schools reported one or more class libraries in operation. The 
schools were divided into two classes, those having libraries and those having none, 
and in April, 1903, the entire balance available for library purposes ($138,986.75) was 
apportioned among the various schools. Those schools which had no books were 
allowed $16.60 per class for circulating libraries. Those already having such libraries 
in operation were allowed $9.80 per class. Li addition to the appropriation for class 
libraries, each school received a small allotment for reference books to be placed in 
its Reference and Teachers' Library. 

The Superintendent of Libraries prepared a graded list of books suitable for 
use in the eight school years, which, after approval by the Board of Superintendents of 



159 

the City and the State Superintendent of PubHc Instruction, was adopted by the 

Board of Education for use in the schools. A catalogue was printed and sent to 

principals, with instructions to make out requisitions for books to the amount allotted 
to their particular schools. This was done. 

In the meantime bids were received, contracts awarded, and the books are now 
being delivered. On January i, 1904, 2CO,oco of the 237,000 ordered were already in 
the schools. It is unnecessary to speak in detail of the character of these books 
because, as a whole, the selections made by the Superintendent of Libraries for use 
in the schools are excellent. The list includes practically all the best books in the 
market, and contains few to which any objections can be made. 

How THE Plan Works. 

Inquiry made by me and other representatives of this Department disclosed the 
fact that the air is rife with criticism of the whole class library system. In the 
first place, principals and teachers complain of being so overworked as to be unwilling 
to assume the care and responsibility involved in the successful use of these circulating 
libraries, especially when they feel that there is no good reason for doing it. 

Protests are made against the delivery of the books on the ground that the 
pupils are so abundantly supplied with reading matter in the form of regular and sup- 
plementary readers and other books that they do not need these library books in 
school, while for home use the children go to the near-by branch of the circulating 
department of the Public Library and get all the good books they want. In fact, 
children in the City schools are so loaded with books of all kinds that they are 
becoming stoop-shouldered carrying them to and fro. As one of the principals re- 
marked in talking of the library matter : " I was forced to order nearly three 
hundred dollars' worth of books for these circulating libraries or pay the penalty of 
being charged with lack of sympathy with so-called progressive methods in educa- 
tion, although my teachers did not want the books and the children do not need 
them." 

Cost of the System. 

In addition to the use of the school library money, which is all appropriated 
for the purchase of books, the Board of Education maintains a Library Bureau to 
direct the work. This Bureau consists of the Superintendent of Libraries, at $2,000 per 
year, and two clerks, one receiving a salary of $1,050 and the other a salary of $750 
per year. The system also necessitates other expenditures, such as the purchase of 
over nine hundred bookcases, a contract for which was recently awarded. 

Estimated Cost of Circulating Libraries per Year. 

Appropriation by State (approximately) $22,000 00 

Appropriation by City (approximately) 22,000 00 



i6o 

Salaries of lUiroau ii?3,8oo oo 

liicidi'iitals in tiftict.' of Biiroan, liimkcases for schools, etc., etc 2,000 CO 

Total $49,800 00 

]t Stands in thk Way ok Pi-toiiKKSs. 

But, aside from the advisability of economizing money, the necessity for the 
highest possible cfticiency in the supremely important work of supplying the children 
of the City with reading matter in the home demands a better machine than it is 
possible to set up in the school-rooms. About all the elementary school, at best, can 
do for a child is to teach him to read and write, and unless he forms the reading habit 
while in these grades his education is so far a failure. In order to form this habit 
he should use a library, but this does not mean that the elementary school teacher 
must function as librarian, too. 

The C\i\ maintains a corps of competent librarians to tlo this work. Iho school 
and the lilirary are co-ordinate parts of one great educational system, each having 
its own ilivision of labor, and, if the highest educational results are to be at- 
tained, they must co-operate in the business of educating the children. The teacher's 
task is to help the child to use the public libraries by arousing his interest in various 
subjects and directing him in the use of books pertaining to these sulijects which may 
be found at the near-by library centre. Children should early form the habit of going 
to the library as well as the school. This can only be accomplished by the closest 
co-operation between school and library, and never by such a jilan as the one now being 
introduced by the Hoard of lulucation. The circulating class libraries are, and must 
necessarily contimie to be, too small to be of any practical use. The system in partial 
operation ui the schools stands in the way of the larger dexelopment which should 
come about. 

In this coiuiection the UutTalo method is worth a careful exanunation. In tliat 
L'ity the school library money is, in etTect, turned over to the Tulilic Library author- 
ities to be used in the- purchase of reference books for the schools and children's 
bot)ks for the circulating libraries, the result being a close working relation between 
the school and library systems. In casting about for a method of using the Library 
I'und the l")epartment of L'.ducation investigated the HutTalo plan. and. for the most 
part, copied it, but they robbed it of its vitalit> by grafting it upon the school system 
instead of the public library system. Hoston also is in advance of the metropolis 
in the matter of securing co-operation between the public library and the public 
schools. In his reiiorts iov looj and 1003 Superintendent luUvin P. Seaver gives an 
interesting account of what has been accomplished in the way of using the public 

lil)rary. 

The Boston Plan. 

The following plan is now .in successful operation in the public schools of Boston, 
.and its results have been highly gratifying. The ]nil>lic library sends an employee 



lOl 

to each granimar and Iiigh school once a year to take applications for Hhrary cards. 
The lihrary sends to each granmiar scliool a deposit of fifty to one hundred volumes, 
any losses of books being made good by the School Committee. In addition to tliis, 
books arc reserved at a branch or station for the use of pupils upon application from 
the teacher, and under certain conditions tiicse books may be taken to the school 
Iiuilding. Catalogues of the library are placed in the schools to be used by the teachers 
in directing the reading of the pupils. A children's reference-room is maintained at 
the Central Library, with special facilities for carrying on school work. Hundreds 
of books have been bought by the public library especially for the use of the schools, 
and great attention is given to school children at all the branches and stations in the 
way of showing thcni where to get the information needed in connection with their 
lessons. 

Superintendent Seaver says : " To form wise users of a public library may be ac- 
cepted as a good definition of the purpose for which the common schools exist." In 
Boston it has been found that the reading of library books under the supervision of 
a teacher is the best possible introduction to the independent use of the public library 
by the children. The need in New York City is not to set up another system of 
libraries, but to train the children to use the libraries already in existence. 

One LiiiKAin- Svstkm I'.Norr.n. 

In the near future, under the Carnegie endowment, New York City will have 
such a system of public libraries as the v\H)rld has never seen. Twenty-eight of its 
branches are already in operation in various parts of the Borough of Manhattan, and 
within three years no child throughout the five boroughs will be more than half a 
mile from a fine library. The branches of the public library are well supplied with 
carefully-selected books for children, and all of them have children's reading-rooms. 
An intimate acquaintance with the working of the New York City branch libraries 
during the past five or six years enables me to say that they are very extensively used 
by the public school children. If the public school teachers would co-operate with 
the library authorities wonderful results might be achieved. An investigation showed 
that many of the books recently purchased for the schools are already in these 
libraries. The public library also has a Traveling Library Department, which is now 
delivering books to all parts of Manhattan and The Bronx, and its further development 
will soon put all library books needed within the reach of every school-room in the 
City. 

In the very face of this universal library organization the school authorities are 
liroposing to set up in miniature a duplicate plant. Ten thousand small circulating 
libraries are to be organized and maintained by a fund which only amounts to about 
$44,000 a year. It is not a good business proposition. It means the creation of an 
expensive and cumbersome machine which is not needed and which, in the very 
II 



l62 

nature of things, can never be efifective. The plan was evidently matured in the 
face of a protest from the City Superintendent, who said in his annual report for 1902 : 
" A little observation and reflection will convince any intelligent person that in 
our large schools the class library is impossible. There are about lo.ooo classes in the 
elementary schools. We have not the means to provide 10,000 libraries. Nor is it 
necessary to do so. A well-selected library for each grade in a school is quite suf- 
ficient." 

Conclusions. 

The work of supplying reading matter for the home should be left to the public 
libraries, and the embarrassing school library fund, which gave rise to this ill- 
advised class library scheme, should be used for the purchase of supplementary read- 
ing matter, as was originally intended by the law. This would save $50,000 a year. 
The Consolidated School Law was enacted at a time when the average child in 
the elementary schools of the State used one reader an entire year, and when educa- 
tional leaders everywhere were urging the need of a more abundant supply of reading 
matter in these grades. The intent of the law was to supplement the meagre supply 
of the ordinary school with suitable reading books for children. This is now done 
in New York City out of the regular school supplies fund. Children in all classes 
of the elementary schools have an abundant supply of the best books which the 
market affords. 

The framers of the Consolidated School Law could not anticipate a school system 
spending annually over half a million dollars for books alone and having the advantages 
of a public library system, the maintenance of which will soon cost another half 
million. The plan adopted by the Board of Education is an admirable one for a rural 
school in a district which has no public library, but when it is put upon the metropolis 
in the year 1904 it becomes an absurdity. The Board of Education has failed to see 
that the same forces which have compelled co-operation in the business world are 
already at work in the field of education. 

Prior to consolidation sets of supplementary readers for the schools were fre- 
quently purchased by the Library Committee and paid for out of the library fund. 
No objection was ever raised to such a use of the money. In fact, the statute specifies 
" supplementary reading books " among the books to be purchased for the school 
libraries. No hard and fast distinction can be made between library books and sup- 
plementary readers. The main difference is that the latter are bought in sets. One 
copy of '■ Andersen's Fairy Tales " would be called a library book, but if twenty 
copies were purchased they would be called supplementary readers. If the library 
fund could be used to pay for a part of the enormous quantity of supplementary 
reading matter purchased for the schools every year, and paid for out of the school 
supplies fund, it would, in effect, save the City $50,000 a year. 
Respectfully submitted, 
(Signed) (i\Irs.) MATHILDE COFFIN FORD. 



REPORT No. 13. 

Free Lectures Under Direction of the Board of Education— Broadening of 
Course— Increase of Attendance. 

Hon. Edward M. Grout, Comptroller: 

Sir — Pursuant to your instructions, and continuing the inquiry being made into 
the matter of disbursement of City funds for public education, examination has been 
made as to the scope of the work now undertaken by the Free Lecture Bureau of the 
Department of Education, with a statement as to the attendant cost. As a result of the 
examination thus made by your Examiners, I beg to report as follows : 

Brief Historical Record of the Free Lecture Courses. 

The free lectures under the auspices of the Department of Education of this City 
were first instituted in 1889. This had been provided for in chapter 545 of the Laws 
of 1888, which law was enacted as the direct result of a newspaper agitation that had 
prevailed for some years previous. The original purpose, as stated in the first section 
of the act, was to provide for the employment of competent lecturers to deliver lectures 
on the "natural sciences and kindred subjects in the public schools in the evenings for- 
the benefit of workingmen and workingwomen." 

It was further provided that at least one school in each ward should l)e designated 
by thi Board of Education for the purpose of carrying out the provisions of the act. 

In accordance with the requirement of the act, the Board of Estimate and Appor- 
tionment of The City of New York appropriated the sum of $15,000 for the purpose 
of carrying out the plan. The Committee on Evening Schools of the Board of Educa- 
tion was placed in charge of the lectures, and arranged a series, including lectures 
on physiology and hygiene, physics, travel, history and political science. During the 
first season, which lasted from January to April i. 1889, 186 lectures were given. 
Six school-houses in those parts of the City where the population was most dense 
were selected as lecture centres. Two lectures weekly (on Monday and Thurday even- 
ings) were given at each centre. The total attendance at these lectures was 22,149, an 
average of 115 at each lecture. 

In the legislative session of 1889 the act of 1888 was amended so as to permit 
the Board of Education to advertise the lectures in the newspapers. The Evening 
Schools Committee, at the beginning of the second lecture season, in October, 1889, 
added another lecture centre, making seven in all. During this season lectures were 



i64 

held llircc limes weekly. This course lasted until April i, 1890, and 329 lectures were 
delivered. The total attendance was 26,632, an average of 81. 

" The attendance during that season," says Dr. Henry M. Leipziger, Supervisor of 
Lectures, in a monograph written hy him some years ago, " did not indicate the popu- 
larity of this form of instruction, and the new Committee, Mr. Miles M. O'Brien, 
Chairman, resolved, that the 'Course of Lectures' be made a special subject for super- 
vision." Shortly afterwards the Committee engaged Dr. Leipziger as Supervisor. The 
changes during the season of 1890-1 were: First, the issuing of pocket bulletins con- 
taining the list of lectures and brief statements explanatory of each lecture. Ten 
thousand bulletins were distributed in each lecture centre. Placards announcing th'_' 
lectures were placed in the windows of leading stores and factories, the corps of lecturers 
was changed, specialists employed and the use of the stereopticon as a means of illus- 
tration was made more general. 

The attendance reports for this season, from November, 1890, to April, i8qi, 
showed a total of 78,295, an increase of over 50,000 over the preceding year. The 
number of lectures given was 185, or but little more than half the number given the year 
before. 

Range of Subjects in the i8gi Course. 

In order that a proper conception may be had of the range of subjects then treated, 
the names of the lecturers and the subjects for that season are here given: 

Physiology and Hygiene. 
Everyday Accidents and How to Meet Them — Dr. J. E. Newcomb. 
How to Breathe— Dr. W. C. Phillips. 
How to Take Care of the Eyes and Ears — Dr. J. O. Tansley. 1 

Natural Science. 
Fire and Water — Prof. C. A. Doremus. 
Light and Color— Prof. H. A. Mott. 
Steam Engine — Dr. C. S. Allen. 
Flour Making — Prof. Grimshaw. 
Wonders of the Heavens — Prof. J. R. Rees. 
Practical Electricity — Prof. F. B. Crocker. 
The World We Live In— Prof. E. S. Martin. 
Ants and Their Habits — Prof. W. D. Heyer. 
How Worlds Are Made— Mr. G. P. Serviss. 
Small Builders in Great Oceans — Mr. S. Helm. 

Travel (Illustrated by Viezvs). 
Paris and the Exposition — Mr. James Bowie. 

India— Mr. E. W. Fisher. ' 

Canons of the Colorado — Mr. F. S. Dellenbaugh. 



i6s 

Tour of the Nile— Dr. C. S. Wells. 

Glimpses of Arctic Regions — Mr. Wm. Bradford. 

Pompeii, The Buried City — Mr. M. T. Jefferis. 

City of Mexico— Mr. C. Pullen. 

The Greeley Expedition — Mr. W. Bradford. 

Through the Light Portions of the Dark Continent — Mr. J. Howie. 

History, Etc. 

Benjamin Franklin — Dr. H. M. Leipziger. 

Abraham Lincoln — Mr. Stoddard. , 

Battle of Gettysburg — Capt. J. Wilson. 

Napoleon — Mr. D. Downie. 

Literature and Social Science. 

The Newspaper — Mr. L. J. B. Lincoln. 

Popular American Poetry — Prof. R. E. Mayne. 

How to Prevent Strikes — Mr. Ed. King. 

Money and How to Make It — Mr. H. Powers. 

Survey of Architecture — Mr. M. T. Snclling. 

"As tlie audiences varied in tlic different parts of our City." says Supervisor 
Leipziger, writing about the work in those days, " the policy was first to arou.se their 
interest, but this was never done by giving merclj' amusing lectures. It is gratifying 
to record the fact that the most instructive lectures were those most keenly enjoyed." 

Public H.alls Rented for the Lectures. 

The large audiences during the season of 1890-1 called the attention of the Com- 
mittee to the inadequacy of many of the school assembly halls. Later in the same winter 
the Legislature again amended the free lecture act by providing that where there was 
not to be found suitable accommodation in the school buildings for persons desiring 
to attend the lectures the Board of Education might utilize other buildings, renting the 
same for the purpose. 

The fourth course of lectures was given in 1891-2. One additional place had 
been added, making nine in all. The number of lectures given was 287, and the re- 
ported attendance was 122,243, an increase of 40,000 over the previous lecture season. 
The next year another centre was added, making ten in all. The attendance reports 
for 1892-3 show that 130,830 attended the lectures. It is also shown by a reference 
to the lists of subjects for that year that the Committee still adhered to the original 
plan of furnishing instruction to working men and working women in the "natural 
sciences and kindred subjects." 

The first attempt, it appears, was made about this time to effect a correlation of 
subjects and the lectures were, to some extent, arranged in series. Writing in 1893, 



1 66 

Dr. Lcipziger said: "In order to render the free Icctnre coin-se more valuahle, an 
extra course of lectures on the nature and prevention of cholera was given by weW- 
known physicians. These lectures were delivered in English, German and Italian." 

Summary of the First Ten Ye.vrs. 
The story of the growtli of the free lecture idea from the period last referred to 

up to the year following consolidation may best be told in a few figures taken from the 
records of the Board of Education. They are as follows : 

Course of 1893-4-- 383 lectures. Attendance 170,368 

Course of 1894-5— 50^ lectures. Attendance 224,118 

Course of 1895-6— i 040 lectures. Attendance 392,73?, 

Course of 1896-7 — 1,065 lectures. Attendance 426,927 

Course of 1S97-8— 1.595 lectures. Attendance 509,571 

Course of 1898-9— 1.923 lectures. Attendance 519 41 1 



Tile number of lecture centres during 'Jie year ending May i, 1899, is staled as 48, 
an increase of 38 nxcr ihe inmiber of lecture places in 1893. During the years 1897-8 
and 1898-9 there bad also bet'ii an extension of one montb, in the time co\-cred by the 
lecture courses. Tluis it will l)e seen that, prior to consolidation, there bad been a 
great increase in the number of lecture centres and in tlie nmiiber of lectures given in 
the old City of New ^'ork. 

'i"he figures rci)reseiiting the co>t of maintaining the lectures throughout the years 
mentioned are not readily obtainable in detail, but sufl'ice it to say that the gross cost 
ranged from $15,000 in 1889 to $60,200 in 1899, which was the appropriation for that 
year. P'rom this sum was paid the lecturers' fees, salaries of officials, printing, ad- 
vertising, rent of halls, and ilbistralion of lectures. Each centre was provided with a 
lecture outfit, which consists of a stereopticon lantern and screen. 

\'\ itli the increase in popularity of the free lectures, the disconnected manner of 
giving them was abandoned, and (.xtensi\'e c<mrses were given, 'i'he instructional idea 
was also developed in many of ihe centres. This experiment was first made in St. 
Bartholomew's liall in Manhattan on each Saturday night between October i and May 
I, A lecture on physics was given, covering a course of twenty-nine lectures. Three 
professors of physics were procured for this course. An examination was held at the 
close of the series, and after each lecture critical questions were put to the lecturers 
by the auditors. Three lecturers were engaged in .giving a course of five lectures on 
■'First Aid to the Tniured." and this instructional course is still continued, being now 
given generally ibioughout all the boroughs. 

It was during the years from 1893 to 1S99 that a considerable expansion took 
place in the range of suiijects taken up by the lecturers. The Charter of the Greater 
City, which took effect in January. 1898, would seem to have given a legal impetus 
to this movement. The educational chapter of the new Charter included only a simple 



i67 

reference to the free lecture bureau, l)Ut it is to be noticed that the language of the 
statute in regard to maintaining free lectures for "working men and working women" 
was changed, the law now providing (.section 1069 of New Charter) for the main- 
tenance of free lectures and courses of instruction for the "people" of The City of New 
York. 

Broadening of thf. Courses. 

in the list of lectures given during 1898-9 there appeared quite a number on literature, 

geogra])hy, art, history, and music. Tn some centres courses were given in practical 

' exercises in singing, as well as courses on the Wagner music dramas. Commenting in 

1899 on this apparent divergence from the scope of subjects contemplated in the 

original outline of the free lecture scheme, Dr. Leipziger wrote: 

"The course was originally intended to give instruction in natural science and 
kindred topics, and in the arrangement of the lectures there is no neglect of what may 
be termed practical topics. A general grasp of the laws of mechanics, physics, and 
chemistry proves a stimulus to the inventive minds in our midst." 

Sumnnng up llie results accomplished by the "Free Lectures," Dr. Leipziger ther» 
wrote : 

1st. That adult education must hereafter form a permanent part of our educa- 
tional scheme. 

2d. That reading has been encouraged, a deeper interest in school life developed, 
and a relining influence spread. 

3d. 'Ihat co-operation has been brought about between the lecture, the library 
and the museum. 

4th. That the best teachers in our universities have come in ccuitact with the 
people. 

Cost of Lectl-res Since Unification of the Boroughs. 

The following statement has been furnished by Mr. Henry R. M. Cook. Auditor 
of the Department: of Education, showing the cost of maintenance of the Free Lecture 
Bureau for the years 1902 and 1903 : 

Statement of Expenditures on Aecount of Lecture Bureau, 1902 and 1903. from Special 

and General School Funds. 

General School Fund — 

Account of 1902. Account of 1903. 

Salaries of Supervisor and 

Assistant Supervisor $5455.31 $7,16656 

Salaries of Lecturers 42,380 30 ^^^7^7 00 

$47,835 61 $63,893 56 



i68 

Special School Fund — 

Salaries of Local Superintend- 
ents, Operators, Janitors, 
etc ?-24,645 26 - $31,406 i; 

Total payments for rent of 
halls, supplies and other 
miscellaneous charges 
against the lecture account. . 42,698 82 35,620 46 



7,344 08 $67,026 63 



Totals $115,179 69 ^ $130,920 19 

This statement includes all claims audited to February 15, 1904. 

Further Analysis of the Figures Relating to Attendance at Lectures and Cost, 

1902 AND 1903. 
Further data regarding the scope, attendance and cost of maintaining the free 
lecture courses in 1902 and 1903 were obtained from Dr. Leipziger, the Supervisor of 
the Lecture Bureau. These facts were furnished in response to questions submitted 
by the Investigations Division. The information obtained is as follows : 

Number of Centres Where Lcetures Were Given Under the Auspices of the Bureau. 



1902-03 1903- 04 

Manhattan and The Bronx 74 81 

Brooklyn 32 34 

Queens 16 22 

Richmond 6 6 



Totals 128 143 



Number of Lectures Given in Years 1902 and 1903. 



1902 1903 



Manhattan and The Bronx - 2,357 2,741 

Brooklyn 928 1,198 

Queens 201 5 18 

Richmond 80 178 

Totals 3.566 *4,635 

* The contemplated extension of the scientific courses, Dr. Leipziger said when conferring with 
your representatives about February 5 last, would increase the number of lectures to be given 
during the current season to almost 5,000. 



169 

* 

Total Attendance by Boroiighs for the Seasons iQOi-'oa and i902-'o3. 



1901-02 1902-03 

Manhattan and The Bronx 585,908 620,524 

Brooklyn 302,612 390,794 

Queens 23,132 I44o6o 

Richmond 16,599 48,248 

Totals 928,251 1,204,126 



1902 1903 

Total expenditures for fees of lecturers (fees from $10 to 

$25 in special cases) 1902 and 1903 $42,380 00 $56,727 00 

Expenditures for services of Superintendents of Lectures, at 

$3 per session, 1902 and 1903 11,645 50 15.510 00 

Expenditures for services of Stereopticon Operators (at $5 

per session) and other assistants, 1902 and 1903 6,141 00 11,080 50 

Amounts paid to School Janitors for extra services at lectures, 

1902 and 1903 5,228 00 6,390 00 

Total expenditures for equipment of lecture centres (from 

Special Fund) 13,574 79 ^8,076 30 

* All claims against 1903 account not yet passed to payment. 

Amount Paid for Rent of Halls, by Boroughs, 1902 and 1903. 

1902 1903 

Manhattan $6,640 00 $6, 1 12 00 

The Bronx 280 00 1,005 00 

Brooklyn 2,428 00 2,556 00 

Queens 610 00 1.040 00 

Richmond 220 00 476 00 

Totals $10,178 00 $11,189 00 



1902 1903 

Amounts expended, 1902 and 1903, for rentals of pianos $145 00 $404 00 



I70 

$11,189 Expended for Rent of Halls. 
Since the enactment of the amendment to the Free Lectures Act of 1891, empower- 
mj? the Board of Education to rent, for lecture purposes, public halls and other places 
in localities where assembly-room accommodations in the public school buildings are 
unsuitable or inadequate, there has been a steady increase in the expenditures for rent. 
The total disbursements for this item in 1902, as shown above, were $10,178, and 
$11,189 in 1903. The names, location and rentals of halls privately owned and now 
rented by the Department of Education for lecture purposes are given below : 

Borough of Manhatlan. 

Per Night. 

Amity House, No. 312 West Fifty-fourth street $4 00 

2. Columbus Hall, Sixtieth street, between Columbus and Amsterdam avenues 20 00 

Cooper Institute, Eighth street and Fourth avenue 25 00 

2. Educational Alliance, East Broadway and Jefferson street 20 00 

2. Institute Hall. No. 218 East One Hundred and Sixth street 20 00 

West Side Auditorium, No. 318 West Fifty-seventh street 20 00 

2. Y. M. C. A. Hall, No. 5 West One Hundred and Twenty-fifth street 20 00 

Young Men's Institute, No. 222 Bowery 10 00 

Borough of The Bronx. 

Per Night. 

2. Lafayette Hall, Alexander avenue and One Hundred and Thirty-seventh 

street $17 So 

Realty Hall, Ogdcn and Merriam avenues, High Bridge 10 00 

Borougli of Brooklyn. 

Per Night. 

Andrew Jackson Hall. Kent avenue, near Myrtle avemie .' $10 Oo 

Canarsie M. P. Church, East Ninety-second street and Church lane 10 00 

Harms' Hall, Rockaway avenue and Avenue F 5 (X» 

Institute Hall. Jay. near York street 10 00 

McCaddin Hall, Berry, near South Third street 20 00 

St. Anne's Hall, Front and Gold streets 10 00 

St. Vincent's Hall, North Sixth street, near Bedford avenue 12 00 

Visitation Hall, Tremont street, between Richards and Van Brunt streets.. 10 00 

Borough of Queens. 

Per Night 

Astoria Assembly Rooms, No. 50 Flushing avenue. Astoria, L. I $15 00 

Long Island City Turn Hall, No. 345 Steinway avenue. Long Island City. ... 10 00 

St. Mary's Lyceum Hall, No. 117 l-'ifth street, Long Island City 20 00 



Per Night. 
$7 00 

10 00 



171 

Borough of Richmond. 

Curry's Hall, New Dorp, S.I 

Knights of Pythias Hall, Tottenville, S. I 

Where the figure 2 occurs it means that the hall is used twice weekly. 

Cost of the Lectukks During the Last Five Ye.m<s. 

Prior to 1900, it was learned from Supervisor Leipziger, lectures were given only 
in the boroughs of Manhattan and The Bronx. Under the direction of the School 
Board of the Borough of ^Brooklyn lectures were given in that borough in 1900 and 
1901. In February 1902, when the Borough School Boards were consolidated in the 
Board of Education, provision was made for lectures to be given in all the boroughs. 

In preparing this statement it has been found comparatively difficult to secure 
figures representing the actual disbursements in the several boroughs for lectures or 
any such special department for the years prior to 1902. For that reason the estimates 
furnished by the Board of Education for the purposes of the annual budget are used. 

On page 1216 of the minutes of the Board of Education for the year 1899 the 
estimate for the year 1900 for lectures in the Borough of Brooklyn is shown to 
be $20,000 in the General Fund, with an additional allowance of $5,000 for books, to 
be taken from the Special Fund. 

Page 1178 of the minutes of 1S99 shows an estimate of $76,000 for lectures in 
the boronghs of Manhattan and 'I'he l^>r()nxfor the year 1900 from the General 
Fund. The year 1901, page 1497 of the minutes of 1900, shows an allowance for 
lectures from the Special Fund, Manhattan and The Bronx, of $87,000; Brooklyn, 
$15,000; Queens, $13,680; Richmond, $1,800. 

For the years 1902, 1903 and 1904 the following tabulation was prepared from 
the estimates of the Department of Education transmitted to the Board of Estimate 
and Apportionment : 

b'STIMATES OK DEPARTMENT OF EDUCATION FOR LECTURE BuREAU Exi'ENSES, I9O2, I9O3 

AND 1904. 

General Fund. 



Manhattan 
and Bronx. 



Brooklyn. 



Queens. 



Richmond. 



Totals. 



1902 
1903 

1904 

1902 
1903 
1904 



$29,000 00 
43,500 00 
43,500 00 



$27,900 00 
27,000 00 
27,000 00 



$2,000 00 
7,500 00 
7,500 00 



i|>500 00 

3,000 00 

3,000 00 



$59,700 00 

81,000 00 
81,000 00 



special Fund. 



$52,500 00 $23,100 00 $4,750 00 $2,500 00 $82,850 00 

47,800 00 21,750 00 9,900 00 3,250 00 82,700 00 

47,300 00 2r,6oo 00 10,700 00 3,100 00 82,700 00 



* These figures indicate the amounts asked for in departmental estimate. 



172 



General Fund. Special Fund. Grand Total. 



1902 $59,700 00 $82,850 00 $142,550 00 

1903 81,000 00 82,700 00 163,700 00 

1904 * 81,000 00 82,700 00 163,700 00 

* These figures indicate ihe amounts asked for in departmental estimate. 

It will be seen that, while the total amount asked for and allowed in 1902 for 
all boroughs from both the General and Special Funds was $142,550, $163,700 was 
asked for in 1904, this being the same as the amount allowed in 1903. 

Your Examiners have been informed that since the action of the Board of Estimate 
and Apportionment, reducing the amount asked for by the Board of Education for 
all purposes for the year 1904, the Special Committee on Economy of the Board of 
Education has reduced the amount available from the General Fund for the purposes 
of the Lecture Bureau from $81,000 to $60,000, thereby cutting off $21,000. 

Supervisor Leipziger, commenting on the action of the committee in reducing 
the amount available for the General Fund, stated that, inasmuch as the fifteen lecture 

In the first course of the 1904-5 season, from October to December, 1904, inclusive, 
however, it is possible that reductions can be made in the number of lectures, thus 
reducing the expenditures for fees of lecturers, operators, janitors, rentals, etc. 

General View of the Lectures for All Boroughs as Now Being Given. 

The lecture course of each year is divided into three parts, the first extending 
from October to December, inclusive, the second through January and February, and 
the third through March and April. 

A comprehensive idea of the different subjects included in the several courses may 
be gathered from an examination of the lists issued by the Lecture Bureau. An 
analysis of said lists for 1903-4, made for the purposes of this report, and showing 
the distribution of lectures among the different boroughs, is hereto attached and marked 
centres that had been added last fall would have to be continued during the balance of 
tliis season, or until April 30, there could be no economy in that direction, but that 
curtailment would probably be made in the Sunday lectures and also in the purchase 
of supplies, equipment, etc. 

Schedule " A." 

Following is a recapitulation grouping the listed lectures of 1903-4 for the entire 
City under heads, each comprising those of a more or less cognate character, and 
showing the cost of each group as calculated on an assumed basis of $30 per lecture. 
The average cash disbursement has heretofore exceeded that sum for each lecture, 



173 

but, as equipments have now been very generally provided, it is believed that the 
average cost for the current year will not exceed the amount here assumed : 

RECAPITULATION. 



Number Approximate Cost, 
Group. of Estimated at $30 

Lectures. Per Lecture. 



Geography, Descriptive (Travel) 

History and Biography 

Music 

Literature 

Physiology and Hygiene 

Natural Science (Miscellaneous) 

Sociology, Biology and Anthropology. 
Astronomy, Chemistry and Physics... 

Art and Architecture 

Electricity 

Industries 

Geography, Commercial 

Education 

Metallurgy 

Domestic Science (Cooking) 



It may be noticed that somewhat more than one-third of the number of lectures 
included in the courses for the current season consists of lectures on descriptive 
geography. Many of these would seem, from their titles, to be devoted to the 
description of travels. This is mentioned merely to indicate how the original scope 
of the lecture scheme has been expanded. 

The law of 1888 authorized lectures on the " natural sciences and kindred sub- 
jects " for " the benefit of working men and working women." It now authorizes 
the maintenance of " free lectures and courses of instruction for the people of The 
City of New York." What those lectures and what that instruction shall be is left 
to the wisdom of the Board of Education. If attendance upon the lectures is to be 
taken as an indication it would seem that the judgment of those in charge of the 
Lecture Bureau has so far met with the approval of the people. 

Yours respectfully, 

R. B. McINTYRE, 
Examiner in Charge, Investigations Division. 



1,720 


$51,600 00 


479 


14,370 00 


474 


14,220 0(J 


406 


12,180 00 


294 


8,820 00 


262 


7,860 00 


222 


6,660 00 


146 


4,380 00 


138 


3,840 00 


97 


2,910 00 


91 


2,730 00 


47 


1,410 00 


38 


840 00 


12 


360 00 


8 


240 00 


4.414 


$132,420 00 



174 



SCHEDULE 



in .liKilysis of the Lists of Free Lectures Announced to be Given Under the Auspi 

Season of 1903-4, the Same 

r-l'iisl Course, Oct. lo Dec, Inclusive.— v 



'I'opics. 



Oi 



5c3 



An 37 6 

Alt anil -Aicliitecluie 

Astronomy 6 6 

Anthropology 

Uiograpliy — .\nicric.Tn History -7 

Biograpliy — Cicnirnl History -^-^ .S 

]{ioIogy 23 

("heniistry 

C"oniinercia! ( ieo^rapliy 12 3 

Donustic Science (Cookery) 

Descriptive ( ieoRr.-ipliy, North .America 104 37 

l)escriplive ( ieo);rapliy. Central .\merica 17 i 

Descriptive ( Jeograpliy, Soulli .America 15 4 

I )escriptivc ( ieograpliy, l'",urope 9^ 3 ' 

I )escriptivc Cieograpliy, Asia .34 7 

J)escriptive (leonrapliy, .\frica ^ 5 

]'".ilucation 2 

Klectricily u 'o 

History — C.eneral 1 - '" 

I I istory — American 47 ' ^> 

History — United States 

Indu.stries n "' 

Literature f'9 21 

Metallurgy 6 

Music "o 29 

Natural Science (Miscellaneous) 23 12 

I'liysics 29 

Pliysiology and Hygiene 9 ^7 

Sociology 39 5 

Totals 771 24s 



66 

16 



5 
55 

47 

I 
36 



56 

8 

8 

42 

13 

3 



S 5 

;i 17 



10 1 1 



2:0 69 



43 

9 

23 

6 

39 

27 

23 

8 

29 

269 
44 
4J 

229 
79 
3> 



107 
15 
36 

183 
6 

215 
78 
30 
93 
54 
1.78s 



•75 



"A." 



CCS of the I)c[>artincnl of liducation in the Several Boroughs of the City During the 
Being Divided Into Topics. 



-Second Cdiirso, Jan. an<l l'"cb.- 






-Tliird Course, Marcli and April 



CI 



H 






(J o 



■*-» *j S 



7 


4 




8 






8 






7 






8 






8o 


'4 


3 5 


13 




17 


II 


9 


8 


76 


20 


25 


66 


12 


3" 


1 1 




12 


8 






15 


9 


I I 



28 

2 5 

72 

6 

57 
29 
28 
13 
35 
^■52 



3' 
26 
6 
44 
15 
359 



16 



27 
17 

36 



7 

8 

i5'> 

30 

5f' 

158 

124 

24 

8 

35 

18 

84 

28 

144 

6 

141 

87 

34 

4 90 

48 1,428 



18 



66 
35 
IS 
18 
18 



3 

51 

49 
31 
8 
43 
48 
539 



37 

3" 

8 

27 

9 

291 



16 


92 


$2,760 00 




36 


1,080 00 


1 II 


5" 


1,500 CO 




6 


180 00 


49 


"-•4 


3,720 00 


13 


5< 


1,530 00 


8 


39 


1,170 00 




16 


480 00 


1 1 


47 


1,410 00 




8 


240 00 


t66 


585 


17,550 00 


7 


81 


2,430 00 


47 


144 


4,320 00 


130 


517 


i.S.Sio 00 


101 


304 


9,120 00 


34 


89 


2,670 00 


iS 


28 


840 00 


18 


97 


2,910 00 


6 


46 


1,380 00 


52 


243 


7,290 00 




15 


450 00 


27 


yi 


2,730 00 


79 


406 


12,180 00 




1 _■ 


360 00 


118 


474 


14,220 00 


97 


262 


7,860 00 


16 


80 


2,400 00 


1 1 1 


294 


8,820 00 


67 


177 


5,310 00 


1 ,201 


4.414 


$132,420 00 




Number of IccUires announced for Manhattan. . 1,962, at $30 per lecture. $58,860 00 

Number of lectures announced for The Bronx. . 580, at $30 per lecture. 17.400 00 

Number of lectures announced for Brooklyn. ... 1,121, at $30 per lecture. 33,630 00 

Number of lectures announced for Queens 585, at $30 per lecture. 17,550 00 

Number of lectures announced for Richmond.. . 166, at $30 per lecture. 4,980 00 

Total • 4,414 $132,420 00 



REPORT No. 13. 

Evening Recreation Centres Maintained by the Board of Education Suffer 
from too Costly and too Elaborate Supervision— Expert Teachers Employed 
to Superintend the Play of Children— Large Economy Practicable in this 
Branch of School Work. 

//('/;. Edward M. Grout, Comptroller: 

Sir — In compliance witli your instructions ti> investigate the system of Evening 
Recreation Centres, wliich is ncnv maintained by the Board of Education, from the 
viewpoint of possi!)le ect)nomies, I lieg to submit the following report : 

Witiiin the last six years the Ijoard of Education has embarked upon an elaborate 
scheme Un- supplying the children of the City with recreation. About seventy-five 
thousand <lollars is being spent on evening recreation centres alone this year, not to 
speak of vacation schools, vacation idaygrounds. swimnnng schools, recreation piers, 
summer roof gardens, and games and i)lay in the day schools. 

An evenin.g recreation centre is a school of games and amusements. It is held 
in a public school building, and occupies the basement and one or two rooms on the 
first lloor. Some of these centres are for boys and some for girls, but both sexes never 
attend the same school. The session.s begin at y.,\o in the evening and close at 10, and 
the centres are open every day except Sundays and legal holidays, from the 15th of 
September to the 15th of June. In these centres pupils come and go as they please, 
and for this reason the figures compiled by. the Department of Education to show the 
attendance are very misleading. Three or four hundred pupils may be registered at a 
given centre on a particular evening, while only a small proportion of them are actually 
present at any one time. As the recreation centres are intended for young people who 
work during the day time, children under fourteen are supposed to be excluded, though 
many pupils under this age attend. Two of the centres are held in the afternoon between 
half-past three and six o'clock, and their attendance is made up almost entirely of 
day school pupils ranging from eight to fourteen years of age. 

.■\n evening recreation centre has five main features: 

1. Gymnastics and athletic sports. 

2. Quiet games. 

,^. Literary and social clubs. 

4. Library books. 

5. .\ room for study. 
12 



178 

The Gymnasium. 

(ianu's and aimiscments constitute the main features of an evening recreation centre. 
Tlic basement of the school building in which a centre is held is divided into two parts 
by folding doors, one part being used for quiet games and the other for gymnastics 
and athletic sports. In a boys' centre basket ball is the favorite amusement in the 
gymnasium, although horizontal bars, parallel bars and other apparatus are used freely. 
The gymnasium is in charge of a gymnast, who directs the sports and gives more or 
less formal instruction in gymnastics. The boys or girls are organized into clubs, and 
each club is given the exclusive use of the gymnasium for a specified time on one or 
more evenings of the week. In the girls' centres, in addition to a teacher of gynmastics, 
a pianist is provided, and the girls take simple gymnastic exercises to music. During the 
last half lunn- of each session they are allowed to dance. 

l"hc following inventory of the apparatus found in one of the gymnasiums is a 
fair sample of tlie equipment providetl for a recreation centre: 

I horizontal ladder. 
I horizontal bar. 
I parallel bar. 

1 jumping standard. 

2 bucks. 

3 mats. 

2 basket ball goals. 

I l)asket ball. 
48 Indian clubs. 
48 dumb-bells. 
24 wands. 

I side horse. 

The Game-room. 

The game-room, which is in charge of a teacher officially designated as librarian, 
is supplied with tables and chairs, a ping-pong outfit, checkers, chess and other quiet 
--games. The teacher, who is usually a woman, gives out the materials for the games 
and has oversight of the children while they play. She usually registers the attendance 
and, inasmuch as the same boy may come and go several times during one evening, 
this is no small task. It is not the intention, of course, to count the same boy more 
than once, although it is often done. 

The following list of the games found in one of the centres serves to indicate 
the equipment provided for a game-room : 

Nations • 9 games 

Literature 21 games 

American Rattles ' 34 games 

Authors 22 games 

Geography M games 



1/9 

Dominoes 6 games 

Lotto 6 games 

Checkers 8o games 

Halma 6 games 

Halma boards 6 

Crokinole boards 2 

Chess boards I2 

Chess games 8 games 

The Clubs. 
An important feature of a recreation centre is the organization of the young 
people into clul)s, some of which are Hterary and others athletic or merely social. 
Such clubs meet once or twice a week in a room provided for the purpose, and are 
under the supervision of a teacher who is called a club director. In a literary club 
various topics of a literary nature are presented by the pupils, and the club director 
usually gives a short reading or a talk. The meetings of the athletic clubs are largely 
for the transaction of such business matters as may come up in connection with 
their sports in the gymnasium. A club meeting is limited to one hour, so that two 
clubs may use the same room on a given evening. In some of the larger centres the 
clubs are so numerous that several rooms are required, but in most cases one room 
more than suffices. In visiting the centres it is not unusual to find a club director 
who has only one club to look after during the evening or perhaps none at all. In 
most of the centres it is difficult to sustain interest in literary work, and the attendance 
in such clubs tends to drop off as soon as the novelty wears away. The young 
people who patronize the recreation centres seem to fight shy of anything which savors 
of work. They are seeking recreation, not education. 

Library Books. 
Each recreation centre has a small collection of books supplied by the traveling 
department of the New York Public Library, and the "latest papers and magazines" 
supplied by the Board of Education. These books and papers are kept in the game- 
room, and are in charge of the teacher in that department. It is rare to find boys 
reading in a recreation centre, although it is possible that the books are used more 
than would appear, as in some of the centres boys and girls are allowed to take them 
home. It is probably true that when young people want to read they go to a public 
library, rather than to a recreation centre. 

The Study-room. 

One of the features recently added to a recreation centre is the study-room which 

is provided for boys and girls who wish to engage in quiet work. This room is in 

charge of a skilled teacher, and assistance is proffered in all subjects from the first 

reader and the multiplication table to geometry and Greek. Most of the boys found 



i8o 

in tliesc study-rcionis arc fitlici" liiyli school or City College Ijoys, who arc under the 
care of teachers all day long and who are supposed to prepare their work at home 
without assistance, although in several places young men were found preparing for 
Civil Service examinations. The study-room feature has been a failure in most of 
the centres in which it has been tried. There does not seem to be a demand for such 
a department in a recreation centre. It may be a good thing to furnish a well-lighted 
room where young people who are without such advantage at home may have an 
opportunity for quiet study, but it seems a piece of extravagance to hire a college 
graduate to superintend them while they work, especially when investigation shows 
that there are seldom more than eight or ten boys in any study-room at one time. 
The tendency in the school system is to hel]) cliildren too much. They should -be 
taught to hell) themselves. 

Numher anij Location of Evening Recreation Centres. 
At present there are nineteen evening recreation centres in the Borough of Man- 
hattan and four in the Borough of Brooklyn, fourteen of which are for " men and 
boys" and nine for "women and girls." They are located as follows: 

FOR MEN AND HOYS. 

Miiiili(itlaii. 
Pul)lic School I — No. 8 Henry street. 
Public School 8 — No. 29 King street. 
Public School i(t — No. 208 West Thirteenth street. 
Public School 20 — I'orsyth and Rivington streets. 

Public School 49 — Thirty-seventh street, near Second avenue. Saturday after- 
noons. 

Public School 94 — Sixty-sixth street and Amsterdam avenue. 

Public School 105 — No. 269 East Fourth street. 

Public School 147 — East Broadway and Scammel street. 

Public School 169 — One Htmdred and Nineteenth street, near Third avenue. 

Public School 160 — Rivington street, near Suffolk. 

Public School 172 — One Hundred and lughth street, near Second avenue. 

Public School 179— -No. 140 West One Hundred .and Second street. 

nr(i)klyii. 
Public School 29 — Columbia and Amity streets. 
Public School 117 — Stagg street, near Busliwick avenue. 

FOR WOMEN AND CIKI.S. 

Minihathin. 
Public School 42 — Hester and Orchard streets. 
Public School 78 — One Hundred and Nineteenth street and Pleasant avenue- 



i8i 

Public ScI'tooI 109 — Ninety-ninth street, near Third avenue. 

PubHc School 158 — Avenue A, between Seventy-seventh and Seventy-eighth 
streets. 

Public School 168 — One Hundred and Fifth .street, near Second avenue. 
Public School 174— No. 125 Attorney street. 
Public School 177 — Market and Monroe streets. 

Brooklyn. 

Public School 53 — Starr street, near Central avenue. 

Public School 125 — Blake, between Rockaway and Thatford avenues. 

History of the Evenkmg Recreation Centres. 

The evening recreation centres are a part of that branch of the public school 
system of the City embraced under the general head of vacation schools and play- 
grounds. Vacation or summer schools had been provided in certain districts of Man- 
hattan and The Bronx, as well as of Brooklyn, for some years prior to the grant of 
any express authority for their maintenance as a part of the public school system. 

As early as in 1894 such schools were conducted in public school buildings by 
the "New York yVssociation for Improving the Condition of the Poor." It is interest- 
ing to note that in vacation schools, as well as in kindergartens, manual training and 
most other educational developments, the work was first started as charity and after- 
wards taken over by the educational authorities and incorporated into the public 
school system. 

In May, 1897, it was resolved by the Board of Superintendents of The City of 
New York — ( 

" That it is the sense of the Board of Superintendents that the Board of Educa- 
tion would render a considerable service to the cause of education by establishing a 
system of vacation schools for children." 

" That it is the sense of the Board of Superintendents that the school-houses may 
well be used in the cause of education as neighborhood centres, providing reading- 
rooms, branch offices of public libraries, etc., under the charge of custodians, under 
such restrictions and rules and regulations as the Board of Education may establish." 

Section 1055 of the Greater New York Charter was so amended by chapter 652 
of the Laws of 1898 as to provide that the school-houses should be under the control 
of the Board of Education for the purposes of " recreation and other public uses." 
Following upon this, the Board, on July 15, 1898, adopted the following resolution : 

"That under and in pursuance of the provisions of the amendment to section 1055 
of the Charter, authorizing the use of school buildings for purposes of recreation, the 
following school buildings and school premises are hereby designated to be used for 
purposes of recreation during the vacation months, the expenses made necessary by 
this action to be paid from funds now at the disposal of the Board and to be charged 
to the accounts appropriate in the circumstances." 



l82 

A i)l;in for opening and conducting playgrounds was adopted June 29, 1898. In- 
cluding three conducted on piers and three under tents, there were some thirty play- 
grounds maintained during the summer of 1898 at a cost of $14,596.68. and with an 
estimated attendance of more than thirty thousand ciiildren. 

What are known as evening recreation centres were added the following year 
and have since heen conducted as a feature of the public school system of the City. 
Section 1069 of the Revised Charter gave for the first time express authority for the 
maintenance of this branch of public school work. The Charter provides that the 
Board of lulucation shall, in addition to the other powers expressly conferred, have 
power to "establish and conduct playgrounds in connection with the public schools." 

During the summer of 1899 playgrounds were kept open with such success that it 
was deemed advisable to continue them during the remainder of the year. The report 
of the City Superintendent of Schools for the year ending July 31, 1900, contains the 
following report from Borough Superintendent Jasper concerning the work conducted 
in those playgrounds : 

"The playgrounds of thirty school buildings were thrown open during the vacation 
of 1900 for the accommodation of children at play. I'.ach of these was provided with 
a kindergartner to direct the play of the smallest children, and gymnasium and other 
instructors to help the older children. bZach playground had its centre and reading 
room, which was also used for quiet games, such as checkers, crokinole, etc. A num- 
ber of these play centres were open during the evening from seven to ten. h'ive of 
the evening ])lay centres remained open during the entire school year, 1899-1900." 

In 1900-1901 there were eight evening recreation centres. In 1901-1902 the num- 
ber had increased to twelve. In 1902-1903 twenty-one centres were maintained, and 
during the current year, as already stated, there are twenty-three centres in operation. 

Qu.M.iinc.MioNs OF Recre.\ti()n Centre Te.\chers. 

'J"o be eligible for appointment as a teacher in an evening recreation centre, one 
nnist pass a satisfactory examination and be duly licensed by the Board of Examiners 
of the Department of Kducation. The qualifications for eligibility for the several 
licenses are as follows : 

I'ri.Tcipal — 

One of the following; : 

(a) C.rnduatiin from a college aiui one year's successful experience in teachinR or fuper- 
vision. 

(0) Possession of one of the qualifications required for eli.ijibility fnr License No. i, or for 
a higher license, v.-ith four years' experience in teaching. 
Teacher — 

One of the following: ^ 

(ri) The completion of lliree years' undergraduate study in college. 

(b) The completion of one year's course in the theory and practice of physical training. 

(c) (inc year's satisfactory experience as .Assistant Teacher in recreation centres, or satisfac- 
tory experience for two seasons in vacatior. iilavirrounds. 



iS3 

Assistant Teacher — 

One of the followin;.;: 

(a) The holding of a license as Substitute Teacher, or the possession of the (lualifications for 
such license or for higher licenses. 

(b) Successful experience as Assistant Teacher for a summer period of at least six weeks in 
public vacation playgrounds in New York City. 

(c) Successful experience as Junior Assistant for a period of at least one year in New York 
City recreation centres. 

Junior Assistant — 

One of the following : 

(a) The pursuit of undergraduate study in college for at least two years, provided the 
i.pplicaiit has attained the age of twenty and evidences special aptitude for the direction of 
children at play. 

(b) Satisfactory experience as Assistant in an organized play centre or club. 

Librarian — 

One of the following: 

(a) Graduation from a college. 

(b) One year's satisfactory experience as Librarian, or in lieu of such experience the com- 
pletion of a course of one year in library economy. 

Piinist — 

One of the following: 

(a) Completion of a satisfactory course in piano playing. 

(b) One year's satisfactory experience in piano teaching. 

Salaries of Recreation Centre Teachers. 
The schedule of salaries for these positions is as follows : 

Principal, per night $4 GO 

Teacher, per night 2 50 

Assistant teacher, per night i 50 

Junior assistant teacher, per night I 00 

Librarian, per night 2 50 

Pianist, per night 2 00 



The evening recreation centres were open 225 nights during the school year of 

1902-1903, or an average of twenty-five nights per month. On this basis the salaries. 

per month are as follows ; 

Per Month. 

Prmcipal $100 00 

Teacher 62 50 

Assistant teacher 37 50 

Junior assistant teacher 25 00 

Librarian 62 50 

Pianist 40 00 



The majority of teachers employed in the evening recreation centres are students 
who are using this work as a means of meeting their expenses while in school. A 
number of the principals arc law- students at Columbia or elsewhere. When the hours 



i84 

of work and the duties of a teacher in an evening recreation centre are taken into 
consideration, it will be seen that the salaries paid for such work are higher in pro- 
portion than those received by regular teachers in the day schools. In fact, to all 
appearances, the work in the evening recreation centres is less strenuous than that in 
any other part of the school system. In visiting these centres it is not unusual to 
find a study room teacher superintending eight or ten high school boys while they 
prepare their lessons for the following day, or a teacher of games watching a dozen 
little fellows play checkers or dominoes. For this work they usually receive $2,50 p.er 
night. 

Cost of the Evening Recreation Centres. 

The amount paid for teachers' salaries in the evening recreation centres during the 
nine months' term ending in June, 1903, was $44,118.29. 

The official estimate of the Department of Education for the year 1904, transmitted 
to the Comptroller by the Secretary of the Board of Education, under date of Septem- 
ber 19, 1903, contains the following estimate for the salaries of teachers in evening 
recreation centres : 

II Principals 313 nights, at $4 00 per night, $13,778 00 

59 Teachers 313 nights, at 2 50 per night, 46,167 50 

19 Librarians 313 nights, at 2 50 per night, 14,867 50 

8 Assistant teachers 313 nights, at i 50 per night 3.756 00 

9 Pianists 313 nights, at 2 00 per night, 5.634 00 

3 Teachers of swimming 313 nights, at 2 00 per night, 1,878 00 

Total $86,075 00 



This estimate is evidently incorrect. It is based upon a twelve months' term 
instead of upon a nine months' term, and consequently is about $24,000 too large. My 
understanding is that it was made by some one who was not aware that the evening 
recreation centres had been closed on the 15th of the previous June, and that the term 
had been reduced from twelve months to nine. As the total number of evenings during 
which the recreation centres were open in 1903 was 225 nights, or an average of 25 
nights per month for nine months, the estimate evidently should have been as follows : 

ir Principals 225 nights, at $4 00 per night, $9,900 00 

59 Teachers 225 nights, at 2 50 per night, 33,187 50 

19 Librarians 225 nights, at 2 50 per night, 10,687 50 

8 Assistant teachers 225 nights, at i 50 per night, 2,700 00 

9 Pianists 225 nights, at 2 00 per night, 4.050 00 

3 Teachers of swinuning , 225 nights, at 2 00 per night, 1,350 00 

Total $61,875 00 



185 

'I'lie actual aiiKnint paid for teachers' salaries in the evening recreation centres 
from Septemher to March, inclusive, during the current school year is as follows : 

September $3,045 00 

October 6,330 1 5 

November 5,622 55 

December 5.685 30 

January 5.817 00 

Fel)ruary 5,646 50 

March 6,568 00 

Total $38,71-8 50 



On this basis the expenditures for teachers' salaries for the entire term ending in 
June will approximate $54,000. 

In addition to the teachers in the centres there are three supervisory officers^a 
District Superintendent at Large, who has charge of the recreation centres, vacation 
schools and playgrounds, at a salary of $5,000 per year, and two Inspectors of Play- 
grounds and Evening Recreation Centres, at $1,500 each per year. It is to be noted that 
these supervisors do not devote their entire time to the recreation centres. They have 
charge of the vacation schools and playgrounds as well. 

With one exception, janitors in school buildings in which evening recreation centres 
are held receive $2.50 per night each as an extra compens'ition for the additional ser- 
vices rendered. As there are 23 centres, 22 of which arc open 225 (1903) nights in the 
year, this item alone approximates $12,000 per year. 

There is also to be considered the cost of supplies and the heating and the lighting 
of the buildings. The amount paid for supplies for evening recreation centres for the 
school year of 1902-3 was $4,192.50. 

Estimated Cost of Rf.ckeation Centres for School Year 1903- 1904. 

Salaries of teachers $54,000 00 

Salary of superintendent in charge of recreation centres, vacation schools 

■ and playgrounds 5,ooo 00 

Salaries of two inspectors of playgrounds and evening recreation centres 

Expenditures for supplies ( 1903) $4,19-2 00 

Janitor services 18,000 00 

Heating and lighting 1)uildings not estimated. 

It will be seen from this that the cost of the evening recreation centres for the school 
year of 1903-1904 will approximate $75,000.00. 



i86 

An Extravagant System. 
On page 187 of the annual report for the year ending July 31, 1903, Superintendent 
William M. Maxwell says concerning the cost of the recreation centres : 

" Certain schools in the boroughs of Manhattan and Brooklyn were thrown open 
throughout the year to the young people of the neighborhood for purposes of reading 
and recreation, under the care of specially selected supervisors. The average attendance 
in these schools, which were called recreation centres, was, last year, 6,154. The total 
cost was $56,934. The cost per capita therefore was $9.24. While the cost per capita 
for the pupils in average attendance is still too high, it is satisfactory to find that it 
has been reduced forty cents per pupil from what it was last year, and $9.91 from 
what it was the year before." 

On pages 187-189 of the same report, Miss Evangeline E. Whitney, District Superin- 
tendent in charge of recreation centres, vacation schools and playgrounds, shows that 
the average attendance in the recreation centres for the same year was 5,925. Under 
date of February 2, 1904, in reply to a letter of inquiry from the Finance Department. 
Miss Whitney says : " In 1903 there were 25 evening recreation centres, with a nightly 
average attendance of 5,925." 

There seems to be a difference of opinion among the authorities as to what the 
average attendance in the recreation centres actually was during the year 1903. On 
the basis of Miss Whitney's figures, the per capita cost for the year was $9.59. On the 
basis of Superintendent Maxwell's figures the per capita cost was $9.24. In either 
case the cost was altogether too great. 

The largest item in the cost of the evening recreation centres is the amount paid 
for teachers' salaries, and there is unnecessary expense in this direction. Alore teachers 
are provided than are necessary. This is especially true during the spring months, when 
the attendance drops off. In the recreation centres, as elsewhere in the school system, 
there is too much supervision. Recreation does not flourish under excessive manage- 
ment. The centres are too much like schools to achieve full success. A recreation 
centre is not intended for a school, and to turn it into one is to defeat its purpose. 

According to official figures, during the .school year ending 1903, 108 teachers were 
provided for an average attendance of 5,925 pupils. This is an average of 55 pupils per 
teacher. When it is remembered that these 55 pupils come and go during the evenings 
in such a way that only a small portion of them are present at any one time, it becomes 
plain that more teachers are provided than are needed. The fact is, on an average, a 
teacher in a recreation centre is paid from sixty to one hundred dollars per month 
for directing the play of a handful of children from 7.30 to 10 o'clock in the evening. 

Is The Term Too Long? 

Another feature which helps to make the recreatron centres unduly expensive is 
the fact that many of them are kept open when the attendance does not justify it. 
As already stated, when these centres were first started they were kept open during 
the entire year, but in 1903 it was decided to close them on the 15th of June and not 



1 87 

reopen them until the following September. It now appears that the attendance hardly 
justifies this length of term. It .should probably be reduced from nine months to six. 

The following table, compiled from the official records, shows the average attend- 
ance in each of the recreation centres for each month from January, 1903, to February, 
1904, inclusive. An examination of these figures discloses that the majority of the 
centres are kept open more months during the year than the present attendance justifies. 
Many, if not all, of them should not be opened until October or November, instead 
of September, and should be closed in April instead of June. Boys and girls prefer 
to be out of doors in warm weather, and, although they may be enticed into recreation 
centres, they do not remain there for any length of time. 

Visits to a majority of the centres during March and April of the current year 
revealed an actual attendance that was very small in comparison with these figures, and 
that could not be made to justify the number of teachers in attendance. 

As stated before, these formidable figures, compiled by the Department of Education 
to show the attendance at the recreation centres do not mean much. Different methods 
of counting the attendance are in use in dififerent centres, and they are all so inaccu- 
rate that the figures set up are largely guess-work. Because of the constant coming 
and going, it is very difficult to register the attendance accurately, and, even if it were 
done, the figures would still be misleading, because the whole number present during 
an entire evening, which is used as the basis for computing the average attendance, is so 
much in excess of the average number actually present at any one time. 



1 88 



Average Monthly Attendance 



Name and Location. 



Men and Boys. 

Manhattan. 

Public School I , No. 8 Henry street 

Public School 8, No. 29 King street 

Public School 16, No. 208 West Thirteenth street 

Public School 20, Forsyth and Rivington 

Public School 49, Thirty-seventh street and Second avenue 

Public School 94, Sixty-eighth and Amsterdam avenue 

Public School 105, No. 269 East Fourth street 

i^ublic School 147, East Broadway and Scammel 

Public School 159, One Hundred and Nineteenth street and Second avenue. 

Public School 160, Rivington, near Suffolk 

Public School 172, One Hundred and Eighth street and Second avenue 

Public School 179, No. 140 West One Hundred and Second street 

Brooklyn. 

Public School 29, Columbia and Amity streets 

Public School 1 1 7, Stagg, near Bushwick 

WojfcEN AND Girls. 

Manhattan. 

Public School 42, Hester and Orchard streets 

Public School 78, One Hundred and Nineteenth and Pleasant 

Public School I Of, Ninety-ninth street and Third avenue 

Public Schools S3 and 158, Avenue A, Seventy-seventh and Seventy-eighth. 

Public School r68. One Hundred and Fifth street and Second avenue 

Public School 1 74, No. 1 25 Attorney street 

Public School I TT, Market and Monroe 

* Transferred to 158. 

Brooklyn. 

Public School 53, Starr street and Centre 

Public School 125, Blake street, between Rockaway and Thatford avenues... 



1 89 
at Evening Recreation Centres. 



293 147 152 186 

228 211 251 158 



1904- 



Jan. Feb. Mar. Apr. May. June. Sept. Oct. Nov. Dec. Jan. l-'eb 



529 


S19 


494 


466 


516 


463 


486 


523 


482 


460 


494 


479 


425 


330 


170 


192 


191 


170 


164 


325 


451 


337 


382 


37' 


49 


48 


43 


40 


52 


64 


72 


89 


'44 


148 


I 71 


169 


7'5 


592 


5'7 


445 


363 


326 


3'^7 


361 


442 


402 


395 


404 


97 


1 10 


100 


126 


I 10 


76 






'94 


156 


156 


182 


3'9 


274 


337 


igo 


222 


188 


,84 


'39 


j6[ 


161 


193 


173 


497 


433 


428 


34' 


39' 


376 


'47 


246 


243 


233 


280 


254 


592 


562 


507 


453 


512 


557 


514 


646 


6^9 
218 


620 

32S 


696 
323 


623 
253 


507 


419 


5'4 


479 


497 


544 


301 


403 


466 


523 


493 


459 


410 


36K 


320 


290 


23.i 


258 


252 


269 


273 


500 


:>,oi 


321 


308 


261 


257 


203 


'42 


21 2 


^^^ 


20(1 


2 1 2 


224 


200 


234 














73 


66 


70 


66 


79 


72 


367 


308 


345 


318 


283 


26m 


616 


4'7 


465 


447 


481 


4 54 



244 


252 


247 


227 


249 


256 


'75 


272 


306 


277 


286 


259 


148 


121 


i27 


127 


>5« 


156 


95 


I 14 


[ 20 


176 


128 


"7 


180 


159 


>3f> 


160 


'63 


220 


"43 


'5' 


'O3 


163 


160 


161 


112 


119 


'35 


'5' 


"43 


147 


'55 


'49 


126 * 


108 


'"3 


133 


268 


250 


197 


i05 


290 


190 


'44 


140 


14' 


126 


140 


130 


391 


376 


376 


323 


386 


547 


215 


271 


334 


301 


281 


262 


270 


207 


242 


250 


278 


278 


"95 


238 


267 


266 


283 


272 



214 


204 


99 


10 [ 


"7 


169 


120 


177 


250 


304 


214 


188 


201 


227 


221 


215 



I go 

Unnecessary Teachers. 

It will be noted that in evening recreation centre No. i6 (No. 208 West Thirteenth 
street) the average attendance was 49 in January, 1903, 48 in February, 43 in March 
and 40 in April. An investigation of this centre during March and April, 1904, led 
to the belief that it should not be maintained at all. At no time during either visit, 
one of which was in the early part of the evening, and the other in the latter part 
of the evening, were there more than 29 boys in attendance. This centre is located 
in a section of the City where most of the boys who attend come from good, middle- 
class homes. The work in the gymnasium practically amounts to furnishing the 
privileges of a private club to the sons of well-to-do parents. If thi^g centre is con- 
tinued the services of the librarian should be dispensed with and the teacher in 
charge of the gymnastics allowed to do all the work. As to the library feature, there 
is no reason whatever for its existence in this centre, as the Jackson Square Branch 
of the New York Public Library (No. 251 West Thirteenth street) is in the same 
block and meets all the needs of the community in this respect. This library is open 
in the evening until 9 o'clock and is well patronized by the young people. 

It will also be noted that in recreation centre No. 8 (No. 29 King street) the 
attendance dropped from 425 in January, 1903, to 170 in March, 192 in April, 191 in 
May and 170 in June. Notwithstanding the fact that the attendance drops off after 
March i and continues to be light until the end of the term the full corps of teachers 
is retained. This centre is held in the afternoon between 3:30 and 6 o'clock in a 
school having a tine jard which is used for the athletic sports and games. Most of 
the boys who attend the centre are found in this yard instead of in the sclwol 
luiilding. This centre was inspected in March of this year and again in April. At no 
time during either visit were there more than eight or nine boys in the game-room 
and ten or twelve in the gymnasium. On April 18, 1904, an inspector ffom the 
Finance Department sat in the game-room from 3 130 until 4 o'clock. During that time 
two little boys played a game of checkers; two other little boys played a history game, 
and hve other little fellows came in and remained a few moments to look on. The 
principal, who has charge of the games in the yard, is highly competent and abundantly 
able to look after all the boys who attend during the spring months. The assistant 
teacher of gymnastics, who has charge of the gymnasium, and the librarian, who has 
charge of the game-room, should both be dispensed with. In fact, there is no need of 
a library in this centre at any time of the year, as the Richmond Hill Settlement 
House maintains a fine library just around the corner on Macdougal street. 

The following official report of recreation centre No. 78, at Pleasant avenue and 
One Hundred and Nineteenth street, illustrates the superabundance of teachers found 
in some of the recreation centres : 



igi 



Weekly Report of Recreation Centre. 
Borouoh of . . 



Department of Education, 
The City of New York. 

Report of Recreation Centre No. 78 for the Ji'eek Ending April 16, 1904. 
Registration — Boys Girls Total 

Attendance. 
Boys Girls 78. Total 



Monday, 

Tnesday, 

Wednesday. 

Thursdaj', 

Friday, 

Saturday, 

Aggregate. 

Average, 



Boys. 
Boys. 
Boys. 
Boys. 
Boys . 
Boys. 
Boys. 



Girls 65. Total. 

Girls 77. Total. 

Girls 83. Total. 

Girls 94. Total. 

Girls 87. Total. 

Girls 459. Total. 

Girls 76. Total. 



Teachers. 



Position — 

Principal Helen E. Altliof Present 6 D. Absent . . . .Late . . . .Dis Inst. 

Ray Finberg Present 6 D. Absent . . . .Late . . . .Dis Inst. 

Gertrude L. Cowte.. . .Present 6 D. Absent . . . .Late . . . .Dis Inst. 

Margaret Miller Present 6 D. Absent . . . .Late . . . .Dis. . . . .Inst. 

Minnie N. O'Brien. . . .Present 6 D. Absent . . . .Late . . . .Dis Inst. 

The civil list for 1904 contains only four teachers for this centre. As the report 
just given names five, one must have been recently added. On the evening of April 
16, 1904, an inspector from the Finance Department visited this centre. At no time 
between 8 :40 and 9 :30 p. m. were there more than twenty-four girls in attendance 
As the whole number who came in and out each evening during the entire week 
averaged only seventy-six, it is not likely that more than this number were present 
at any one time during the week. Five teachers and a janitor to supervise twenty-four 
girls while they play ! 

Conclusions. 
There can be no doubt that public school buildings should be used as neighbor- 
hood centres, especially on the great East Side, where the population is congested 
and the conditions of life abnormal. The idea of a recreation centre is good, but it 
has not yet been turned over into successful practice by the Department of Education. 
The evening recreation centres should be maintained, but economy should be applied 
to their administration. Flad this been done during the current year, thousands of 
dollars might have been saved without crippling the work. 

The evening recreation centres are suffering from overmanagement. They will never 
succeed as places for recreation until they are freed from the incubus of excessive 



192 

supervision. The school building shoukl be opened in the evening and put at the dis- 
posal of the people in the neighborhood for purposes of recreation, but it is absurd to 
equip it with a formidable staff of learned instructors. The chief need is to check dis- 
order. All that is required is an adequate number of supervisors, who are sufficiently 
intelligent to maintain order and render such incidental assistance as the boys and 
girls may need m their games and amusements. .-Vt least one-third of the money now 
paid for salaries in the evening recreation centres is useless expense. 

The spirit of the present administration of these centres is a draw-back. It sug- 
gests discipline rather than recreation. The tendency has been to set up a system of 
schools rather than to provide places for recreation and amusement. The work in 
the centres as a whole is mechanical. It lacks spontaneity. An artificial system of play 
is being forced upon the City regardless of local characteristics. Places for amuse- 
ment may be provided to advantage, but the development should be left in the main to 
neighborhood spontaneity. The play instinct has always been a ruling passion of child 
life. The need is to furnish favorable conditions for its spontaneous development. 
Children teach themselves to play. Any new form of amusement spreads easily with- 
out formal instruction. This is true among adults as well as children. 

The method of managing the recreation centres is at variance with their aim and 
purpose. No system of recreation centres should be governed by cast-iron rules and 
regulations. Teachers should not be criticised for doing what the boys and girls want 
to do, instead of following official directions. Although it is claimed that the teachers 
employed for the centres have high qualifications for this kind of work, tliey are not 
given any large freedom in adapting it to the needs of the locality in which they 
teach. The need is for greater freedom in the exchange of opinion and suggestion on 
the part of those engaged in the work. Criticism should be invited as a means of 
progress. 

At present the centres do not reach in any large way the class of people most in 
need of recreation. As a rule the boys and girls found in the centres do not come from 
the poorer homes of the City. This is true even on the East Side. The girls seen at 
the Attorney and Hester street centres impress one by their attractive dress and 
general appearance of prosperity. They seemingly come from the better homes of 
the community and if tliey were not in recreation centres most of them would be at 
home with their mothers which would probably be just as well. Neiflier do the centres 
reach a sufficient number of different boys and girls. In most instances the same 
coterie of young people visit a given centre night after night. This is especially true 
in the girls' centres where the dancing is a great attraction. 

At nine o'clock one cold evening, in the school building at the corner of Market 
and Monroe streets, while we waited for mothers who did not appear, the young 
woman club director told me of her struggles and difficulties in getting the mothers of 
the community to attend her "mothers' meetings" in the recreation centres. The build- 
ing was warm and light and its spacious rooms were so attractive that the poor tired 



193 

mothers could hardly have resisted the invitation to leave their crowded tenements 
and rest for an hour in such pleasant quarters, had it not been for the prospect of hav- 
ing to join in a discussion of "Current Events" or listen to a lecture on the "Respon- 
sibilities of Motherhood," from an idealistic and sentimental point of view. This of 
itself is enough to keep them away. The mothers would like to come into the school- 
houses but they do not want to be burdened with instruction while there. In this 
centre, which reports an average attendance of 250 per night, at the hour when the 
attendance is supposed to be at its height, less than seventy young people were present. 
A janitor, a principal, a librarian, a club director and a pianist were provided to look 
after this number of girls. A study-room teacher was added to the corps on Friday 
and Saturday evenings. 

Until more economical and effective methods of conducting the evening recreation 
centres can be worked out, and the expense of maintaining them brought within reason- 
able limits, this feature of the public school system should not be further extended. 
The centres now in operation should be continued, but the teaching force should be 
reduced, and in most, if not all, of the centres the term should be shortened. Seventy- 
five thosand dollars a year is too much to spend on an experiment which has not yet 
achieved results which are in any sense satisfactory. ' 

Respectfully, 
(Signed) (Mrs.) MATHILDE COFFIN FORD. 



13 



REPORT No. 14. 

Report by Examiners of the Investigations Division on the Purchase of School 
Supplies, Other than Text Books, by the Board of Education for the 
Year 1903, with the [Results of a Comparison of the Contract Awards 
for 1903 and 1904. 

Hon. Edward M. Grout, Comptroller: 

Sir — In compliance with your instructions I have caused an examination to be 
made of the purchase of supplies, other than text books, in the elementary schools of 
the City in the calendar year 1903. Text book purchases during that year have been 
treated in a previous report made to you by this Division. As a result of the examina- 
tion I beg leave to submit the following report : 

Prior to January i, 1902, the Department of Education maintained separate supply 
bureaus in Manhattan and The Bronx, Brooklyn, Queens and Richmond, but, under 
the provisions of the Revised Charter, these supply bureaus have been consolidated into 
one central bureau, the Superintendent of which now has charge of the purchase, 
storage and distribution of all school supplies for the entire City. 

This examination does not cover the entire work of the Supplies Division of the 
Department of Education for the year 1903, but only that part of it which has to do 
with the elementary schools. The facts and figures contained in this report apply solely 
to supplies purchased for use in the elementary day and evening schools. It should 
also be noted that this report does not include such minor purchases as are made from 
time to time on what are known as " open orders," but deals strictly with the general 
supplies (exclusive of text books) which were purchased on contracts. 

The business included in the analyses made by your Examiners covers $849,439.93 
out of the $1,009,031.12 appropriated for supplies for all the Boroughs for 1903. The 
difference between these two amounts, or $159,591.19, is represented in the pur- 
chases for high schools, open order purchases, and other miscellaneous items. 
Total amount appropriated for school supplies, all the boroughs, for 1903 $1,009,031 12 
Amount expended for text books, all boroughs, according to statement 

furnished by Patrick Jones, Superintendent of Supplies 444,808 27 

Amount expended for general supplies for elementary schools, according 

to analyses made by the Department of Finance 404,631 66 



195 

Practically all purchases of school supplies are made on contracts, the prices being- 
determined by public competition. Following out the plan of centralizing the business 
of handling supplies for the schools of the City, and pending the revision of the course 
of study and text book and other supply lists, a provisional list of supplies was made 
up for 1902 by merging the lists formerly used in the several boroughs into one. This 
list was revised for 1903. As submitted to contract bidders it contained approximately 
1,080 different items exclusive of text books. The bids for the 1903 contracts for 
general supplies were opened December 11, 1902. The Division of Supplies of the 
Department of Education was at that time in charge of Mr. Parker P. Simmons who, 
as Superintendent of Supplies, was required by the by-laws to " open such bids, tabulate 
the same, and submit such tabulation to the Committee on Supplies for its action." 
The Committee on Supplies, Department of Education, at the time the bids were 
opened, was composed of Mr. Henry A. Rogers, Chairman; Mr. George W. Schaedle, 
Mr. Francis P. Cunnion, Mr. Nathan S. Jonas, Mr. Adolph Kiendl, Mr. Samuel M. 
Dix and Mr. Edward Van Ingen. 

Apportionment of Supplies. 

Supplies are apportioned to the elementary schools on the basis of a per capita 
allowance, and an effort is made to base this allowance upon the largest possible num- 
ber of pupils. With this end in view the basis has been changed twice during the past 
two years, each change increasing the allowance. For some years previous to 1902 
the amount of money allowed to each school for text books, stationery and other 
school supplies, was based as nearly as practicable upon the average annual attendance 
at the several schools. It became apparent that the allowance might be increased by 
basing it upon the largest attendance for any single month in the year, and, as the 
attendance was supposed to be at its height in November, the by-law was amended so 
as to provide that : 

" The amount of money which can be expended for text books, stationery and other 
school supplies, except fuel, during the year in each school, shall be determined under 
the direction of the Committee on Supplies by the Superintendent of Supplies, in ac- 
cordance with the average attendance during the preceding month of November." 

The increase under the amendment is apparent from the fact that the average 
attendance for the month of November, 1902, was 436,692, while the average daily 
attendance for the year 1902 was only 424,234. 

In 1903 the Committee on Supplies decided that the yearly allowance for supplies 
should be based on the whole number of pupils registered during the month of Novem- 
ber instead of the average attendance during that month, and made a report to this 
effect to the Board of Education with the request that the by-laws be so amended. The 
number of pupils registered is always greatly in excess of the number actually in at- 
tendance. On December 23, 1903, a resolution was adopted amending the by-laws so 
as to read as follows : 



196 

" The amount of money which can be expended for text books, stationery and 
other school supplies, except fuel, during the year in each school shall be determined 
under the direction of the Committee on Supplies by the Superintendent of Supplies, 
on the basis of the largest number of pupils registered in such school during any month 
in the preceding year." 

The increase in the allowance for supplies under this last amendment is shown 
by the fact that the number of pupils registered in the elementary schools of the City 
during November, 1903, which number was used as the basis of the allowance for sup- 
plies for the calendar year 1904, was 50,094 greater than the average attendance dur- 
ing the same month. 

Not only has the basis of the allowance for supplies been increased, but also the 
amount of the allowance for each pupil. Prior to 1902 each borough had its own plan 
for making allowance for supplies to the several schools, but in that year the uniform 
system was adopted whereby the per capita allowance for each grade was as follows : 

$2.10 Grammar schools. 

$0.90 Primary schools. 

$0.90 Kindergartens. 

In 1903 this allowance was increased to : 

$2.20 Grammar schools. 

$1.00 Primary schools. 

$0.90 Kindergartens. 

Chaotic Condition of Storekeeper's Records. 

In the early stages of the examination into the business methods of the Department 
of Education, an effort was made to determine the cost of the special studies in the 
elementary schools in connection with the several reports made by Mrs. Mathilda 
Coffin Ford. Upon reciuest made by you, Mr. Patrick Jones, Superintendent of Sup- 
plies, Department of Education, furnished certain statements purporting to represent 
expenditures for supplies used in teaching sewing, cooking, drawing and constructive 
work, but subsequently, upon examination made by representatives of this Department 
of the records of the Supply Division of the Department of Education for the year 
1903, it was found that no complete records had been kept that would show the actual 
quantities of the various kinds of supplies purchased during the year mentioned. 

According to information furnished your representatives, it had formerly been the 
practice in the several borough depositories of supplies to keep complete Storekeeper's 
records, which would at any time indicate the quantities and cost of the several kinds 
of supplies purchased and also show the manner of the distribution of the said supplies 
among the schools throughout the borough. Some time after the centralization of 
authority over the matter of supplies, the setting up of these records was abandoned. 
As a reason for this it is stated that the services of the Clerks of the Supplies Division 
engaged in keeping these records were required on other work connected with the 
Division. 



197 

As a part of the Storekeeper's system of records formerly maintained in the several 
borough depositories, the requisitions from School Principals were tabulated before 
being sent to the distributing room, from which the goods were taken. By this means 
a record was kept of the distribution of the several kinds of supplies, which served not 
only as a check against any leakages in the Supplies Division, but also provided data 
by which the members of the Supplies Committee were enabled to limit the quantities 
of supplies which were furnished to the different schools on the basis of a per capita 
allowance, in accordance with the regulations of the Board of Education. The keep- 
ing of this record, it would also appear, was abandoned during 1903. 

The representatives of the Finance Department therefore found it impracticable 
to procure from the books of the Supplies Division any accurate statement of obliga- 
tions contracted by the Department of Education for supplies during the year 1903. It 
was found equally impracticable to prepare any statement indicating the manner of dis- 
tribution of the supplies during that year. There were no account books posted to date 
that would reflect such data as were desired for this report. 

Notwithstanding the abandonment of the records of requisitions, however, it ap- 
pears that Mr. John Cottier, Deputy Superintendent of Supplies, undertook to keep, on 
his own account, a memorandum of the cost of supplies forwarded to the dififerent 
schools, so that there might be some record by which the School Principals could be 
limited in their orders. This record was found by your Examiners to cover only a 
part of the year and to be incomplete for that period which it did cover. Recourse was 
then had to the original requisitions of the School Principals on file in the Division of. 
Supplies, and representatives of the Department of Fnance were set to work to prepare 
a statement showing the distribution of the goods purchased during the year. Tire fact 
was soon disclosed that all the requisitions for school supplies were not on file in the 
Division of Supplies. Upon inquiry being made as to whether a complete file of dupli- 
cates of these requisitions could be found, it was learned that the only place where they 
might be procured would be in the requisition books of the School Principals, where 
stub copies of the requisitions are kept. Inasmuch as the evening schools had closed 
and the Principals of these schools had stored their supplies and office records, it was 
deemed impracticable, within the time allowed for this examination, to obtain and 
analyze these stubs. 

There being no storekeeper's record of the quantity of supplies purchased from the 
various contractors during 1903, as stated above, and no book of record reflecting the 
distribution of these supplies, your Examiners undertook the work of setting up such 
records. This task has covered a period of about four months, and the results of the 
examination thus made are shown in the several summaries given herewith. These 
several statements apply to the different classes of goods designated as follows : 

Drawing materials. 

Stationery. 

Mimeograph supplies. 



198 

Pencils. 

Pens. 

Typewriting materials. 

School records. 

Kitchen supplies. 

Kindergarten supplies. 

Sewing materials. 

Workshop and manual training supplies. 

Janitors' supplies. 

Miscellaneous articles. 

In preparing these statements it was thought proper, in the absence of a complete 
file of the principals" requisitions, in order to indicate appro.ximately the quantities of 
the several articles used during the year 1903, to set up. 

First — The stock on jiand as shown by the Department of Education inventory 
on December 31, 1902. 

Second — The quantitu> and cost of goods sliown to have been ordered from con- 
tractors during 1903. by an examination of the stubs in the order books. 

Hiird — The quantities and cost of goods on hand December 31, 1903, as shown by 
the inventory made up by the Department of Education. 

An inventory made by oflieials of the several borough depositories on December 
31, 19OJ, placed the value of supplies on hand at $59,683.47. As a result of the examina- 
tion thus made by your Examiners it was found that (exclusive of text books) the 
contract cost of supplies purchased for New York City schools during the year 1903 
was $404,631.66. For the purpose of this report, Mr. Patrick Jones, Superintendent 
of Supplies, furnished a statement of his inventory account of December 31, 1903. 
The valuation of goods then on hand was stated to be $68,565.87. 

The Stoky of the Year 1903. 

In the absence of exact business records in the Division of Supplies covering the 
year 1903, your Examiners were compelled to approximate the (luantity and cost of 
goods actually used in the schools during that year. The method of determining these 
facts has been to deduct from the totals represented in the inventory of December 31, 
1902, and the purchases known to have been made during the year 1903, the figures 
furnished by the Department of Education purporting to represent the stock on hand 
December 31, (903. 

Following will be found the results of a series of analyses of the purchases of sup- 
plies during 1903, as made by your Examiners. These show in detail the quantity and 
contract cost of all supplies for which orders were issued to contractors during the 
year 1903 ami which were presumably delivered, as well as the results of an examina- 



199 

tion which has been made into the manner of making the awards in several important 
instances in 1903 and 1904: 

Total Cost I'alue of Supplies, Exclusive of Text-books, on Hand in the Several 
Borough Depositories of the Department of Education on December 31, 1902. 

Drawing materials $4,724 76 

Janitor's supplies 8,172 96 

Kindergarten supplies 924 28 

Kitchen supplies 70 38 

Mimeograph supplies 29 46 

Miscellaneous articles • . . . . 2,925 15 

Lead pencils 18,144 15 

Pens 5,590 57 

School records 1,271 &4 

Sewing materials 5,444 64 

Stationery, blanks, etc • ii,758 18 

Typewriting materials 447 5^ 

Workshop supplies i79 59 

Total $59,683 47 



Cost I 'aluc of Supplies by Boroughs, Exclusive of Text Books, for Which Orders 
Were Issued to Contractors Under 1903 Contracts. 

Manhattan 
and Bronx. Brooklyn. Queens. Richmond. Total. 



Drawing materials $47,230 08 $20,337 68 

Janitors' supplies :. 27,979 "7 16,748 95 

Kindergarten supplies 9,779 76 8,725 97 

Kitchen supplies 2,503 30 1,860 95 

Mimeograph supplies 1,051 95 675 30 

Miscellaneous articles 14,478 97 7,499 26 

Pencils 20,586 25 6,662 55 

Pens 5,806 9 1 4,024 46 

School records 9,359 68 S,9o6 66 

Sewing materials 19, 939 39 10,586 11 

Stationery, blanks, etc 63,202 25 37,847 69 

Typewriting materials 5,652 28 i,77S 01 

Workshop supplies 9,894 9' 6,742 1 1 



$4,377 40 


$2,533 


78 


$74,478 94 


3,067 15 


613 


74 


48,408 91 


1,672 38 


739 


07 


20,917 18 


211 69 


I 


59 


4,577 S3 


327 00 


63 


10 


2,117 35 


1,030 94 


169 


13 


23,178 30 


571 20 


1,724 


50 


29,544 50 


249 05 


48s 


75 


10,566 17 


474 79 


29 


83 


15,770 96 


2,236 18 


218 


II 


32,979 79 


5,231 10 


3,648 46 


109,929 50 


2,348 59 


260 


00 


10,035 88 


3,305 94 


2,183 


69 


22,126 65 



Totals $237,46480 $129,39270 $25,10341 $12,67075 $404,63166 



200 

Cash Value of Supplies, Exclusive of Text-books, on Hand in the Several Borough 
Depositories of the Department of Education December 31, 1903. 

Drawing materials $10,452 32 

Janitors' supplies 12,952 31 

Kindergarten supplies 1,673 58 

Kitchen supplies 196 90 

Mimeograph supplies 115 74 

Miscellaneous articles 4,567 12 

Pencils 1 1,595 27 

Pens 5-II5 73 

School records 2,796 65 

Sewing materials 5,410 68 

Stationery, blanks, etc 12,070 97 

Typewriting materials 547 00 

Workshop supplies 1,071 60 

Total $68,565 87 



Summary, Shozving the Cost Value of School Supplies JVithdraivn from Depositories 
During the Year, and Presumably Sent to (he Scliools on Requisitions from 
Principals. 



Cost Value 

Stock on Hand 

December 31, 

1902. 


Cost Value 

of Contract 

Orders, 

1903. 


Cost Value 

Stock on Hand 

December 31, 

1903. 


■ Difference — 
Representing 
Cost of Goods 
Withdrawn 

from 

Depositories 

During 










1903. 


$4,724 76 


$74,478 94 


$10,656 


29 


$68,547 41 


8,172 96 


48,408 91 


12,952 


31 


43,629 56 


924 28 


20,917 18 


x,66o 


05 


20,181 41 


70 38 


4,577 53 


196 


90 


4,451 01 


29 46 


2,117 35 


115 


74 


2,031 07 


2,9^5 IS 


23,178 30 


4,567 


12 


21,536 33 


18,144 15 


29,544 SO 


11,585 


27 


36,103 38 


5.S90 57 


10,566 17 


5,121 


73 


11,03s 01 


1,271 84 


15.770 96 


2,796 65 


14,246 15 


5,444 64 


32,979 79 


5,410 


68 


33,013 75 


11,758 18 


109,929 50 


12,582 


07 


109,105 61 


447 51 


10,035 88 


547 


00 


9,936 39 


179 59 


22,126 65 


1,071 


60 


21,234 64 


$59,683 47 


$404,631 66 


$69,263 


41 


$395,051 73 



Drawing materials 

Janitors' supplies 

Kindergarten supplies.. 

Kitchen supplies 

Mimeograph supplies. . . . 
Miscellaneous articles.. 

Pencils 

Pens 

School records 

Sewing materials 

Stationery, blanks, etc. 
Typewriting materials. . 
Workshop supplies 

Totals 



201 



Present Administration Not Responsible. 



In justice to Mr. Patrick Jones, who has superseded Mr. Parker P. Simmons 
as Superintendent of the Division of Supplies, it should be stated that he is not respon- 
sible for the condition of the records of the Supply Division, covering the business 
done during the year 1903. During the greater part of that time Mr. Jones was Assist- 
ant Superintendent of Supplies under Mr. Simmons, but, owing to severe illness, he 
was away from the Department for a period of seven months. On November 27, 1903, 
following an inquiry into certain charges of incompetency preferred against Superin- 
tendent Simmons by Mr. Nathan S. Jonas, a member of the Supplies Committee of 
the Board of Education, Mr. Simmons resigned his position. On December 23, 1903, 
Mr. Patrick Jones was designated by the Board of Education to serve as Superintendent 
of Supplies during the unexpired portion of the term. Since then Mr. Jones has been 
regularly elected as Superintendent of Supplies for the full term of six years, ending 
in 1910. 

Recognizing the absolute necessity for a system of records which would indicate 
the quantities of supplies purchased and make for integrity in the handling of the goods, 
as well as furnish a means of determining the proper distribution of the supplies, Air. 
Jones has introduced a new set of storekeeper's records, which, if properly posted, will 
furnish the Department of Education with records such as are kept by great commercial 
houses and other institutions that handle large quantities of merchandise. 

Conditions Under Which Contr.ilCts Are Awarded. 

One condition of the specifications for stationery and other general supplies 
purchased by the Board of Education would appear to be the submission of samples 
by bidders. According to the contract specifications, all supplies must conform to 
the description of the articles in the specifications and must be in accordance with 
the samples furnished for inspection. 

The Committee on Supplies attempts to maintain certain standards of quality, 
the samples showing these standards being selected from the goods in use in the 
schools, but the maintenance of these so-called Department of Education standards 
has been indifferent and the practice has been only partially adhered to. Unlike the 
standards of the United States Government and private institutions where large pur- 
chases of supplies are made on contract, those of the Department of Education are 
not generally recognized by manufacturers and jobbers as having any permanent 
character. 

It has been found practicable in the United States Navy and other Federal Gov- 
ernmental Departments to establish fixed standards, which have now come to be so 
universally recognized that the fullest competition is allowed to all manufacturers. 



202 

they being informed as to the exact requirements of the Government from year to 
year. In this way manufacturers desiring to compete for the contracts to be awarded 
know in advance just what conditions have to be met. 

While the Department of Education undertakes to set up certain standards, it is 
not claimed that these standards are fixed or permanent. There may be selected 
from samples oflered by bidders in any one year any article which may appeal to the 
majority of the Supplies Committee, or to some ofificial representing them, as de- 
sirable, and it may thereafter be substituted for the one formerly in use, so that the 
final determination as to the efficiency and the quality of any article of goods to be 
furnished the Department of Education on contract is with an ever changing Supplies 
Committee. This uncertainty is one of the elements that has caused dissatisfaction 
among manufacturers and has led to a determination on the part of some large and 
representative business firms to refrain from bidding on Board of Education con- 
tracts. As a consequence, a number of persons now appear as contractors for the 
City's educational supplies who are mere jobbers or speculative bidders. 

As a preliminary to the awarding of contracts subsequent to the opening of bids 
an examination of the samples submitted is provided for, to be conducted under the 
direction of the Committee on Supplies. The work of tabulating bids for the 1903 
contracts and of testing samples submitted by bidders was done by Mr. Parker P. 
Simmons, who, after having completed the examination, passed up his recommenda- 
tions for the consideration of the members of the Committee on Supplies. These 
were for the most part perfunctorily approved, special consideration being given by 
the Committee to those instances where there appeared to be any question as to 
the quality of the samples submitted. These instances, it is stated, were then finally 
passed upon by the Committee and the work of the Superintendent of Supplies, as a 
whole, formally approved. 

Theoretically competent tests are made of all the samples submitted by bidders, 
but your Examiners have been informed by representatives of business firms who 
compete for contracts that the methods of examination and testing are of the most 
superficial character. There seems to be no disposition on the part of the Supplies 
Committee to apply the various approved tests which are used in the different trades. 
It is under the operation of this method of testing goods that the Board of Educa- 
tion annually awards contracts for supplies costing the City from $400,000 to $600,000, 

That the methods of the Board of Education prompt irregularities on the part of 
liidders would appear to be indicated by facts disclosed in this examination. Despite 
the provision of the specifications that bidders inspect the standard samples set up 
by the Board of Education, and agree to furnish goods equal thereto, and the further 
fact that bidders are presented, on request, with samples of the smaller portable ar- 
ticles, for comparison with their stock outside the Board rooms, it has been shown 
in the course of this inqairy that certain bidders present samples palpably inferior to the 



203 

standard exhibited by the Committee on Supplies. Such contractors have admitted 
that they did not intend to comply with the requirement to furnish articles equal to 
the standard sample, but proposed to take chances on the acceptance by the Com- 
mittee on Supplies of their goods, which they knew to be inferior. 

Stationery Supplies for 1903. 

The largest class of school supplies, from the point of money involved, is that of 
drawing materials, stationery and kindred supplies. These several lines of supplies 
have been separately designated by the Board of Education in the printed supplies list 
under the heading of drawing materials, stationery, mimeograph supplies, pencils, pens 
and typewriting materials. The compilations made in the course of this examination 
show that the total cost of this class of supplies ordered during the year 1903 was 
8259,636.53. 

The largest individual contractor for this class of goods was the L. W. Ahrens 
Stationery and Printing Company. The purchases made from this company in 1903 
would appear to have amounted to $99,912.72, or nearly .40 per cent, of the total amount 
purchased. 

Under the following classifications the L. W. Ahrens Company secured orders for 
goods costing : 

Stationery, blanks, etc $74,475 12 

Drawing materials 11, 1 13 64 

Pencils 7,S66 20 

Pens '. . . . 3,367 95 

Typewriting materials ' 1,508 81 

Miscellaneous articles 1,881 00 



Total $99,912 72 



All other contractors furnished the following in the same classes : - 

Stationery, blanks, etc $35,454 61 

Drawing materials 63,624 27 

Pencils 21,977 90 

Pens ; , 7,170 21 

Typewriting materials 8,672 09 



204 

Mimeograph supplies $2,117 33 

Miscellaneous articles 20,707 38 

$159,723 «i 
I'\irnisliofl by Ahrens Company 99,9i2 72 

Total $259,636 53 



Examination of the contract between the Board of Education and the L. W. 
Ahrens Stationery and Printing Company for stationery, supplies and drawing materials 
for 1903, and analysis of the bids of the several competitors for the same supplies, shows, 
first, that of the ninety-eight separate items awarded to the L. W. Ahrens Company 
there was no competition with that firm on its bids on twenty-nine of the items. Of 
the remaining sixty-nine items awarded, the Ahrens Company was lowest on only 
eight. On sixtt'cn items the bids of tliis fuin were a tie with those of other com- 
petftors. 

It is stated that it lias been the custom of the Committee on Supplies, in making 
awards in a case in which tlic bidders were tied to divide the orders if the sample- 
submitted were found to be equal in quality, except that the preference is sometimes 
given to a manufacturer over a competing jobber or a bidder who does not regularly 
handle tiie goods called for, but in tlie present instance it appears that the T.. W. Ahren-^ 
Company was awarded all of the sixteen items. 

TnK Tmpoktant Item of Fads. 

'I"he total expenditures for stationery, blanks, etc., umler the contract of 1903, 
was $109,929.50. Of this total $80,233.02 was expended for writing and scribbling pads 
and the related items of memorandum books and compositicMi books, $63,568.01 of this 
amount being paid to the L. W. Ahrens Company. 

I'^roni the examination of the order books of the Supply Division, made by the repre- 
sentatives of the Finance Department, it would appear that 254,355 dozen pads had been 
ordered in six sizes and varieties, and stenographers' note books in one style, at a cost 
of $56,869.03. 1"Iie pads were fiu-nished ;it the following ligures : 



205 



Item No. Successful Bidder. 

3062 The L. W. Ahrens Company 

3063 The L. W. Ahrens Company 

3064 Peckham, Little & Co 

3065 The L. W. Ahrens Company 

3066 The L. W. Ahrens Company 

3067 The L. W. Ahrens Company 

3068 Hopper, Morgan & Co 

Total 



Dozen. 


Price Per Doz. 


Amount. 


23,720 


$0 


21 2-3 


$5,139 33 


38,600 




19^/$ 


7,527 00 


28,936 




445^ 


12,876 52 


28,035 




4354 


11,827 81 


8,850 




25?4 


2,278 83 


104,367 




IS 2-5 


16,072 S3 


21,847 




0SJ4 


1,146 97 


254,355 






$56,869 03 



The several bidders proposing to furnish pads for delivery during 1903, with the 
" bid " price per dozen in each instance and the quantities previously estimated by the 
Committee on Supplies as being required by the schools in 1903, are as follows : 



206 



Olj Desciiptiiin of Pads. 



^ i° ^ - <S. I 

Si:;; . 3 X J2 

li; W pq P H <■ 

3.062 25,000 White — Composition — No. 8, 

7x9 inches, per dozen.. $0.28^4 $0,279 

3.063 60,000 White — Composition — No. 9, 

7x9 inclies, per dozen. . -279 .226 

3.064 30,000 VVliite — Composition — No. lo, 

8 X io>^ inches, dozen $0.47 .53 .38 

3.065 22,000 White — Composition — No. 11, 

6x9 inclies, per dozen.. -47^4 -SSJ^ •S'*^ 

3.066 5,000 Note book — Stenographer's — 

No. 7, per dozen .SSVi $0.34 .31 

3.067 75,000 Manila — Yellow, No. 12, 

6x9 inches, per do/en.. .17 .24 .175 .177 

1,o6S 40,000 Manila — Yellow, No. 13, 

3x6 inches, per dozen.. .075 .089 .08 .075 



Total 257,000 



'.Successful bichliT. 



207 



$o.-'4<; 


$0 


.2I,M 




$., 


.264 


. 2 I 




•■7/2 






.22 


.46 




■ WA 






.528 


.47/2 




•45 
.27^ 






•55 


•173 




.162 


3 




.22 



$0.26 "$0.2I 2-3 $0.23 

.21 * . I 9 ;/2 .18 

•47 ^445^ •5" 

"•47J^ •43^1 ^46 

*.27/2 .25.>4 

».iS'^ .152-5 .18 



$0. 20Y2 

.18 1-3 

•4oJ4 

.41/2 

$0,283-5 .29 



$0.21 . 17 1-3 n<.^i8^ 

/ V..M i-S 



.06^ 



'.oBJ^ .05^1 .o6j4 .06 



.08 . 06 1-5 .06 



208 

Pads of the L. W. Ahrens Company Preferred. 

It will l)e seen that the L. W. Ahrens Company was awarded the contracts for 
five out of the seven items of pads on which bids were called for. In only one in- 
stance out of the five that firm was the lowest bidder. On Item 3064 the award was 
made to Peckham, Little & Co., who, though not the lowest bidder, tied the bid of 
the Ahrens Company. Hopper, Morgan & Co. bid lowest on Item 3068 and secured 
the contract. 

Further analysis of the above bids presents these facts : 

1. That Hopper, Morgan & Co. were conceded the award on Item 3068, under 
which they have furnished the small amount of $1,146.97 worth of the cheapest pads 
($0.05^4 per dozen). 

2. That the L. W. Ahrens Company received the large amount of $42,845.54 out 
of the total paid for pads included in the list given above. 

3. Tiiat Peckham, Little' & Co. were awarded a contract (Item 3064), under which 
they have supplied $12,876.52 worth of high-priced pads ($0.44 J/^ a dozen), although 
they were not the lowest bidders. 

4. The Supplies Committee estimated that 75,000 dozen No. 12 pads (Item 3067) 
would meet the demands from the schools for the year. Purchases to the extent of 
105,137 dozen, at $0.15 2-5 a dozen, were made from the L. W. Ahrens Company under 
the 1903 contract. 

5. The Committee estimated that 40,000 dozen No. 13 pads (Item 3068) would be 
required, but only 21,847 dozen, at $0.05^ a dozen, were ordered from Hopper, Morgan 
& Company. 

Statement by John B. Watkins. 
John B. Watkins, who appears as the lowest bidder on several of the items for 
pads, was interviewed by a representative of the Finance Department, and when asked 
if he had submitted samples of the pads which he intended to furnish during 1903 with 
his bid, replied that he had. He stated that in his opinion the sample of paper sub- 
mitted by him was of better quality than that furnished on the contract subsequently 
made with the L. W. Ahrens Company. Mr. Watkins declared that if proper tests had 
been applied to his samples at the time his paper would have been shown to have a 
. higher tensile strength. Mr. Watkins also stated that, in submitting his bid to the 
Board of Education he made the proposition to furnish any watermark (not already 
registered) in order to guarantee the Board against any misuse of the paper, and fur- 
ther, to protect them as far as uniformity of grade or quality was concerned. In other 
words, he would use any watermark selected by the Board of Education which he 
would be permitted to use without the consent of any particular paper manufacturer or 
dealer. Mr. Watkins states further that he was not informed as to the result of the 
opening of the bids, but he learned later that the contract had been awarded to 
another firm, although he was a lower bidder. He has no official information, he said. 



209 

as to the reasons for the rejection of his bid. but he states that the reason his bids 
were not recognized was that he, Watkins, couM not furnish the particular watermark 
required by the Board of Education, which is as follows : 

" B. of E," 

this watermark having been copyrighted and registered by a paper manufacturer over 
whom he had no control. 

" B. OF E." Watermark Copyrighted. 

It appears from further examination made by your representatives that there was 
filed with the authorities at Washington on November 6, 1902, an application from the 
American Writing Paper Company of the State of New Jersey, located and doing busi- 
ness in the City of Springfield, Massachusetts, for the registration of a trade mark for 
paper. A fac-simile of the trade mark being filed with the application showed that it 
consisted of the letters and word, " B. of E." 

In the statement filed by G. B. Holbrook, Treasurer of the American Writing 
Paper Company, it is stated : 

" This trade mark has been continuously used in the business of this corporation 
since the 21st day of October, 1902." 

It also appears from this statement that the trade mark was intended for use on 
writing paper and drawing paper. The declaration of Mr. G. B. Holbrook, before men- 
tioned, also states : 

" That the said corporation (American Writing Paper Company) at this time has 
a right to the use of the trade mark therein described ; that no other person, firm or cor- 
poration has the right to such use either in the identical form or in any such near 
resemblance thereto as might be calculated to deceive ; that the trade mark is used by 
the said corporation in commerce between the United States and foreign nations, and 
particularly with Canada, and that the description and fac-simile presented for record 
truly represent the trade mark sought to be registered." 

The statement and declaration of trade mark, it would appear, were registered on 
December 9, 1902, as trade mark No. 39445. It also appears that subsequent to the 
registration of the trade mark the L. W. Ahrens Company, in submitting its bids for 
pads, furnished samples of paper containing the " B. of E." watermark. The advertise- 
ment calling for bids for stationery supplies for 1903 was first printed in the City 
Record December i, bids to be opened December 11, 1902. 

It is stated that the Board of Education now controls the " B. of E." trade 
mark. 

Six Thousand Dollars Difference in Cost. 

In the six items of pads, costing the City in round figures $61,000, it will be seen 
that they would have cost something less than $55,000 had the contracts been awarded 
14 



2IO 

to the lowest bidder. This does not inckide stenographer's note books, costing about 

$2,200. 

Item 4097 of the 1904 contract is for manila pads, No. 12, size 6x9 inches, for 
pencil, ruled and unruled, 80 leaves. The bidders were: 

The L. W. Ahrens Company $0 27 per dozen pads. 

M. J. Tobin 27 1-3 per dozen pads. 

Hopper, Morgan & Co 17 7-8 per dozen pads. 

Peckham, Little & Co 27 1-3 per dozen pads. 

A pad similarly described and known as Item 3067 in the 1903 contract, was pur- 
chased from the L. W. Ahrens Company at $0,152-5. The orders for these pads in 
1903 amounted to 104,367 dozen, costing $16,072.52. The estimated quantity required, 
as stated in the 1903 contract specifications, was 75,000 dozen. The estimated quantity 
for use in 1904 was placed at 80,000 dozen, and it is shown by an examination of the 
tabulation book of bids furnished by the Department of Education that the award 
this year was made to the L. W. Ahrens Company, notwithstanding the fact that its 
price this time was $0.27 per dozen, or $0,093^ in excess of the bid submitted by 
Hopper, Morgan & Co. It may be said that the quality of the sample offered by 
Hopper, Morgan & Co. was not up to the standard, but that hardly explains the dis- 
crepancy between the bids of the L. W. Ahrens Company in 1903 and 1904. Assuming 
that the same quantity (104,367 dozen) of these pads are purchased during the cur- 
rent year at this year's price of $0.27 per dozen, it will be seen that the aggregate cost 
will be $28,179.09, or an increased cost of $12,106.57. There will also be noticed a 
very marked disparity between the 1904 bid of Hopper, Morgan & Co. and his com- 
petitors, namely, the L. W. Ahrens Company, M. J. Tobin and Peckham, Little & 
Co., while there appeared to be little difference of opinion among the last three 
bidders as to the value of the pad, despite the fact that in 1903 the L. W. Ahrens 
Company contracted to furnish it at $0,152-5 per dozen. It should also be noted 
that this was about the only one of the items for pads where there was such a notable 
increase in price over that of the year previous, although the stock is similar to that 
used in other pads. The aggregate orders of this particular item would appear also 
to be in excess of those for all other kinds of pads; 65,767 dozen in excess of the next 
largest order for pads. 

Some Facts Regarding Envelopes. 
Item 3069 in the 1903 contract was for an estimated amount of 125,000 envelopes, 
stout manila, 33^ x 6^ inches. The bidders were: 

The J. W. Pratt Company $0 45 

Daniel Slote & Co 47 

Milton Bradley Company 44 

M. J. Tobin 51 

Peckham, Little & Co 51 



21 I 



D. A. Tower $o 47 

L. W. Ahrens Company 45 

Carter, Rice & Co 53 

John B. Watkins , 48 



The award was made to M. J. Tobin at $0.51, the samples submitted by him pre- 
sumably being superior to those of the six ether firms whose prices were lower. The 
orders for this envelope in 1903 amounted to 487,000. This year, however, under the 
1904 contract (Item No. 4101), being for an estimated quantity of 500,000 of the same 
size envelope, notwithstanding the fact that M. J. Tobin bid $0.50 per thousand, or 
one cent lower than his price of 1903, the sample presumably being the same as fur- 
nished by him during the year, the award was made by the Supplies Committee to the 
American Paper Goods Company at $0.48 per thousand. This would appear to be an 
instance where the Supplies Committee reversed its action of 1903. 

Item 3070 of the 1905 contract is for an estimated quantity of 300.000 white en- 
velopes, No. 6. The award was made to John B. Watkins at $0.66 per thousand, not- 
withstanding the fact that the Milton Bradley Company bid $0.60. Examination of 
the 1903 orders shows that 801,000 were purchased. The same envelope this year 
is known as Item 4103, the estimated quantity being 500,000. The award was made 
to the American Paper Goods Company at $0.57 per thousand. The lowest bidder 
was successful this year, and a more economical spirit was noticed in the awards made. 

Item 3071 of the 1903 contract, estimated quantity 125,000, is for white envelopes, 
No. 10. The award was made to M. J. Tobin at $1.24, he being the lowest bidder. The same 
envelope in the 1904 contract is known as Item 4104, the estimated quantity this year 
being 250,000. The American Paper Goods Company received the award at $1 per 
thousand, the Samuel Cupples Envelope Company being the next lowest bidder at 
$1.10 per thousand. 

The 1904 bid prices of the American Paper Goods Company and of the Samuel 
Cupples Envelope Company for the 1904 envelope contracts would appear to have 
been lower than those of any of their competitors, with the exception of Item 4101, 
and all of the awards for envelopes were made to these two firms this year. 

Item 3072 in the 1903 contract is for an estimated quantity of 50,000 white en- 
velopes No. 12. The award was made to M. J. Tobin, at $i.74- The Milton Bradley 
Company bid $1.58, the L. W. Ahrens Company $1.65 and Carter,, Rice & Co. $1.65. 
The orders for 1903 amounted to 158,550. In the 1904 contract the same envelope is 
described as Item 4105. The award was made to the American Paper Goods Company, 
at $1.20 per thousand, the next nearest competitor being the Samuel Cupples Envelope 
Company, at $1.50. The difference in price of $0.54, as compared with 1903, shows the 
wisdom of selecting the lowest bidder, the quality appearing to be satisfactory this 
year. 



212 

Item 3073 in the 1903 contract is for an estimated amount of 75,000 manila en- 
velopes, size 10 X 13 inches. The bidders on the 1903 contract were : 

Per Thousand. 
John B. Watkins $4 54 

Carter, Rice & Co 2 86 

L. W. Ahrens Company 3 go 

D. A. Tower ^ 30 

Peckham, Little & Co 5 00 

M. J. Tobin 4 60 

Milton, Bradley Company ' 4 35 

Daniel Slote & Co 5 28 

The J. W. Pratt Company 5 28 

The award was made to M. J. Tobin at $4.60, as against $2.86, the bid of Carter, 
Rice & Co., the lowest bidders, and the bids of the L. W. Ahrens Company and the 
Milton Bradley Company, who were also lower. The orders given during the year 
amounted to 215,500, greatly in excess of the estimated quantity. 

In the 1904 contract we find manila envelopes, 10 x 13, described as Item 4100, the 
estimated quantity for 1904 being 250.000. The bidders were : 

The Manhattan Supply Company $4 98 

The L. W. Ahrens Company 4 78 

John B. Watkins 4 50 

M. J. Tobin 4 54 

J. W. Pratt Company 4 58 

Samuel Cupples Envelope Company 4 35 

Peckham, Little & Co 4 58 

American Paper Goods Company 4 25 

■ — at which last low figure the award was made. Carter, Rice & Co. was not successful 
in receiving an award in 1903, although $[.74 lower than M. J. Tobin, the successful 
bidder. In 1904, Carter, Rice & Co. appeared as competitors on six items of en- 
velopes, the estimated quantities of which were approximately 2,700,000, but singularly 
omitted to bid on Item No. 4100. 

Inkstands, Labels and Blotting Paper. 

Item 3079 m the 1903 contract, for an estimated quantity of 1,500 dozen red ink 
in 2 ounce bottles, 3 dozen in a box, was awarded to the L. W. Ahrens Company at 

$0.25, the other bidders being : 

Per doz. bottles. 

J. L. Hammett Company $0 24 

D. A. Tower 24 

J. J. Callahan 23 

Richard Marsh 30 



213 

The quantity ordered during 1903 was T.949 dozen. 

In the 1904 contract the item appears as 41 12, the estimated quantity being 2,000 
dozen. The award was made to M. J. Tobin at $0.24^ per dozen. John L. Hammett 
Company bid $0.20, the United States Trading Company $0.24 and the L. W. Ahrens 
Company $0.25. 

Item 3082 on the 1903 contract for an estimated quantity of 200 dozen instands 
for teachers, was awarded to M. J. Tobin at $o.98>4 per dozen, he being the lowest 
bidder. The same inkstand is found as Item 41 14 in the 1904 contract, the estimated 
quantity required being 350 dozen. The award was again made to M. J. Tobin at 
$0.98. The J. W. Pratt Company bid $0.83, J. L. Hammett Company $0.95. 

Item 3084 in the 1903 contract was for 500,000 text book labels. The award was 
made to M. J. Tobin at $0.24 per thousand. The quantity shown to have been ordered 
was 1,317,000. In the 1904 contract, text book labels are found as Item 41 15. The 
award was made to M. J. Tobin again, at $0.30, an increase of six cents per thousand 
over last year's price. The other bidders for the 1904 contract were John B. Watkins 
$0.25 and the J. W. Pratt Company $0.30. Can it be that the quality offered by John 
B. Watkins was not up to the standard reasonably required for label purposes? 

Item 3086 in the 1903 contract, blotting paper in large sheets, blue and white, 19 x 24 
inches, was awarded to Carter, Rice & Co. at $0.12 per dozen sheets. The estimated 
quantity was 2,000 dozen, while 3,170 dozen were ordered. In the 1904 contract this 
appears as Item 41 17. George W. Miliar and Carter, Rice & Co. both bid $o.i2,per 
dozen sheets. The award was made to George W. Millar & Co. y 

Carbon Paper and Other Typewriter Supplies. 

Contrasting the action of the Committee on Supplies in the case of the L. W. 
Ahrens Company, where bids of that firm were tied to those of other firms, and where 
it has been shown that the L. W. Ahrens Company received awards of all of the 
sixteen items where its prices were tied, attention is called to the action of the Com- 
mittee with respect to the bids of the S. T. Smith Company for the items included in 
the typewriter supplies schedule in the 1903 specifications. 

It appears that the S. T. Smith Company bid on thirty-eight items on which there 
was competition. The prices of this firm were low on twelve of these items. On five 
other items they were tied with other bidders. The S. T. Smith Company was awarded 
none of the items on which its bids were tied with other bidders, and only on one item 
on which its bid was the lowest. The item on which the Smith Company was lowest 
was No. 3,222, for brushes, for cleaning typewriting machines. The price bid was $0.08 1-3, 
and examination of the orders given to this company for 1903 show that 117 were 
purchased, costing $9.75. Item 3221 was also for brushes for cleaning type. This item, 
it appears, was awarded to M. J. Tobin at $0.09, and it was found that the orders given 



214 

for these brushes amounted to 1,734 at a total cost of $156.06. It is also shown 
by an examination of the 1903 specifications that the estimated quantities for brushes 
of both kinds were six dozen. 

A singular fact in connection with the action of the Committee on Supplies in 
making awards for the 1903 contracts is that the S. T. Smith Company was awarded one 
item on which its bid was not the lowest. This was item 3252, being for No. 13 
typewriting paper, 12 x 13^ inches, heavy, for three-copy work. The estimated quantity 
in the 1903 specifications was twenty reams. The L. W. Ahrens Company bid $1.15 
per ream and M. J. Tobin bid $2.45 per ream, as against $1.80, the bid price of the 
S. T. Smith Company. Your Examiners fail to find that any orders were awarded 
during the year 1903 on this item. In the specifications for the 1904 contract this item 
appears as No. 3764. The bidders were M. J. Tobin, $1.80; the S. T. Smith Company, 
$1.60, and the L. W. Ahrens Company $0.93^. The award was made to the S. T. 
Smith Company at $1.60. 

It will be recalled that of the 98 items bid upon by the L. W. Ahrens Company 
there were 29 on which there was no competition, several of the bids being for specialties 
and novelties in stationery controlled by this company. Of the remaining 69 items 
bid upon by the L. W. Ahrens Company, this firm was low on only eight, and was 
awarded 45 items on which its prices were not the lowest. On the remaining 16 items 
the L. W. Ahrens Company's bids were "tied" with others. 

The estimated quantity of carbon paper of the size 15 x 18 required during the 
year 1903 was six boxes, as shown by the contract specifications, but the Board of 
Education orders examined show that 43 boxes were ordered. The size 15 x 18 is an 
unusual one in carbon paper, and but little used. There are about one hundred and 
five Departments and Divisions in the City Government, aside from the Department 
of Education, and your Examiner stationed in the City Record office reports that 
during the past two years, to the best of his belief, there were not more than six or 
eight boxes of carbon paper of this size furnished to the City Departments. The 
price paid for this carbon paper in 1903 was $9.75 per box of one hundred sheets, or 
$0.09% a sheet. 

Speaking of the bids for carbon paper, Mr. Keating, proprietor of the S. T. Smith 
Company, manufacturers of typewriting supplies, said that in every instance where 
his company has bid they have complied with the full letter of the specifications of 
the Department of Education and submitted samples of what they intended to furnish 
if successful. He further declared that all samples submitted by him might have been 
shown by competent tests to equal the standard set up by the Department of Education. 

Item 3236 of the 1903 contract calls for Underwood's carbon paper, 15 x 18. The 
L. W. Ahrens Company bid $9.75 per box and the S. T. Smith Company big $3 
per box; for the same item. The award on his item for the 1903 contract, however, 
was made to the L. W. Ahrens Company, presumably because the samples submitted by 



215 

the Smith Company was not up to the required standard. On the 1904 contract 
specifications Item 3751 calls for carbon paper of the same brand (Underwood's), 15 x 18, 
the same size as specified in 1903. The L. W. Ahrens Company again bid $975 per 
box and the S. T. Smith Company $3 per box. The award this year, however, was 
made to the S. T. Smith Company, and Mr. Keating of that firm states that the samples 
submitted for the 1904 contract were similar to those rejected by the Supplies Com- 
mittee in 1903. There were, as stated in a preceding paragraph, 43 boxes of this 
particular size carbon paper furnished in 1903 at a cost of $419.25, whereas, if the 
Smith bid had been accepted the cost to the City would have been but $129. That 
the paper to be furnished by the S. T. Smith Company was satisfactory for the purposes 
intended would appear to be proven by the fact that the Committee on Supplies accepted 
the sample in awarding the 1904 contract. According to a statement by a representative 
of the S. T. Smith Company made to your Examiners on June 25 of this year, but 
two boxes of this 15x18 carbon paper had been ordered on the 1904 contract to and 
including that date. 

In the 1903 contract Item 3227, Little's satin finish carbon, 8^^ x 13 is called for. 
The S. T. Smith Company bid $1.50 per box and M. J. Tobin $3.20 per box. The 
award was made to M. J. Tobin. On the 1904 contract the same carbon paper appears 
as 3741. M. J. Tobin appears as a bidder again at $3.20 per box and the S. T. Smith 
Company at $1.50 per box. This year the award, singularly enough, was made to the 
S. T. Smith Company. Why it was rejected in 1903 at the loss of $1.70 per box is not 
clear. 

On the 1903 contract Item 3228, Little's satin finish carbon, 12x15^, is specified. 
The S. T. Smith Company bid $3 per box and M. J. Tobin $5.70 per box. The award 
was made to Tobin. The award of similar goods this year, described as Item 3742, 
Little's satin finish, 12 x 15^, was made to the S. T. Smith Company at $3 per box, M. 
J. Tobin again bidding $5.70. The Supplies Committee again accepted what they 
rejected the year previous at a loss to the City of $2.70 per box. 

On Item 3229 of the 1903 contract, being for Little's satin finish, 8^/2 x i8j/^, the S. 
T. Smith Company bid $2.50 per box and M. J. Tobin $5 per box. The award for the 
1903 contract was made to M. J. Tobin at a loss to the City of $2.50 per box, the loss to 
the City apparently being proven by the fact that the 1904 contract for similar goods. 
Item 3743, was awarded to the S. T. Smith Company at $2.50. Tobin again bid $5. 

For Item 3230 in the 1903 contract, Little's satin finish, 8 x 10, the S. T. Smith 
Company bid $1 per box. M. J. Tobin was awarded this item at $2.69 per box, a differ- 
ence of $1.69 on each box. Little's satin finish, 8 x 10, appears in the 1904 contract as 
Item 3744, the bidders for it being the S. T. Smith Company, at $1 per box, the Smith 
Premier Company at $1 per box, and M. J. Tobin at $2.69. The award this year, how- 
ever, was to the S. T. Smith Company at the same figure at which its bid was rejected 
a year previously. 



2l6 

Jlcrc arc five cases at least in wliicli the Supplies Committee of the Board of Edu- 
cation, in the exercise of its discretionary power in refusing to award to the lowest 
bidder where samples are alleged not to have been satisfactory, reversed its action a 
year later and made awards which, in comparison with the 1903 contract awards, will 
result is a very considerable saving to the City. Is it possible that the bidder for the 
1903 contract submitted samples of lower grade than those submitted by him in 1904? 
'The representatives of the S. '1'. Smith Company assert that such was not tlie case, and 
that tiie goods now being furnished by them arc the same as it was proposed to furnish 
in 1903 had they been given the contract. 'Flic S. T. Smith Company's managers state 
that they are always willing to have their goods submitted to any test that may be 
agreed upon by competent persons in order to determine the relative qualities of their 
samples and those suljmitted by other firms. 

It will be seen from the following table thai in the five items of carbon paper the 
total cost at the high prices paid in 1903 was $5,801.33. Had the awards been made to 
the lowest bidders, as was done by the Committee in 1904, the same quantities would 
have cost $2,556.50 — a difference of $3,244.83, or a saving of over 125 per cent. 



(Jiiaiitities Lowest 

ujos of Carbon I'lice I'cr Total Cost Bid Price Cost at Possible 

Item No. l^apcr Box as at Contract Rejected Lowest Saving to 

Ordered Awarded. Prices. in 1903, I'rice Bid. tlic City 

1903. Per Box. 



(Boxes.) 

3236 43 $<) 75 $419 25 $3 00 $129 00 $290 25 

3227 1,085 3 20 3,472 00 I 50 1,627 so I, .^44 50 

3228 6 5 70 34 20 3 00 18 00 16 20 

3229 132 5 00 660 00 2 50 330 00 330 00 

3230 452 2 6q 1,215 88 I 00 452 00 763 88 



Totals... 1,718 $5.80133 $2,55650 $3.24483 



TllK MlMKOCR.XrH CoNTKAC'TS. 

In the classification for niinii-o).iraphs and mimeograph supi)lies (the duplicating 
process owned by the A. B. Dick Company), it would appear that the character ol' the 
goods was, in each instance, specifically described. The catalogue niunbcrs of the .\. I'. 
Dick Company were gixen, so that there coidd reasonably be no niisiuuleistanding as to 
the particular article required J)y the contract specifications. In other words, any 
reputable stationery dealer having credit with the A. B. Dick Coniixmy should be in a 
position to undtTtakc the contract even witlionl submitting samples. There would be 
no substitution, the articles being specifically described by catalogue numbers. However, 
the Department of Education re(|uired that samples should l)c submitted. Any person 



217 

desiring to bid, other than the manufacturer, under the requirement of the Board of 
Education, would have to buy a set of samples, which, in the event of his failure to 
secure the contract, would be useless to him. 

The bidders for mimeographs and mimeograph supplies for the 1903 contract with 
the bids of each on the several items where there was competition, were as follows : 

J. B. Watkins. Otto G. Smith. 



Item 3270 — Dick's indelible blue ink. No. 380, 6-oz. tube 

Item 3271 — Dick's indelible blue ink, No. 205, 6-oz. tube 

Item 3273 — Dick's indelible black ink. No. 384, 6-oz. tube 

Item 3274 — Dick's indelible black ink. No. 209, 6-oz. tube 

Dick's autograph stencil paper. No. 300, 8x12, No. o or 3, mimeo 

Dick's autograph stencil paper. No. 301, 11x16, No. i or 4, mimeo 

Dick's autograph stencil paper. No. 302, 14x20, No. 2 or 5, mimeo 

Item 3282 — Dick's T. W. paper. No. 350, 105/2x15, for No. 12 mimeo.. 

Item 3283 — Dick's T. W. paper. No. 351, Sxiol/i, for No. 30 attach- 
ment 

Item 3284 — Dick's T. W. paper, No. 350, 10^x15, for No. 31 attach- 
ment 

Item 3285 — Dick's T. W. paper, No. 352, 14x20, for No. 32a attach- 
ment 

Item 3286 — Dick's T. W. paper. No. 353, 11x20, for No. 32b attach- 
ment 

Item 3287 — Dick's T. W. paper, No. 350, for Hammond typewriter 
and No. 5 1 mimeo 

Item 3289 — Dick's T. W. paper, No. loi, 8j4xi7, for No. 61 

Item 3290 — Dick's autograph stencil paper, No. 151 



f Per Dozen ^ 

$9 72 $10 80 
9 72 10 80 

6 48 7 20 
8 64 9 60 

^ Per Quire — ^ 

$0 54 $0 60 



I 08 



3 IS 
2 25 

I 80 

I 80 

81 



90, 

1 20 

2 GO 

1 50 

2 00 

3 50 

2 50 



Of the 34 items awarded to Otto G. Smith, he was the only bidder on one, lowest 
on two, highest on fifteen, tied on sixteen. The statement is made that Otto G. Smith 
is connected with the A. B. Dick Company. 



The 1903 Awards for Wrapping Paper. 
Item No. 3092 in the 1903 contract was for 1,000 reams of manila wrapping paper, 
24x36 inches, 30 pounds per ream. The bidders were: Carter, Rice & Co., $1.50; 
D. A. Tower, $1.20; New York School Supply Company, $1.08; Peckham, Little & 
Co., $1.06; Matthew J. Tobin, $1.05; Daniel Slote & Co., $1.02; J. J. Callahan, $0.96; 
George W. Millar & Co., $0.93; United States Paper Company, $0,834. 

The award was made to George W. Millar & Co. at $0.93 per ream. There were 
1,268 reams ordered on the contract. David S. Walton secured the contract in 1904 
at $0.79. 



2l8 

Item No. 3093 was for 1,000 reams of manila wrapping paper, 24x36 inches, 60 
pounds per ream, for covering books. The bidders were: D. A. Tower, $3.40; 
Carter, Rice & Co., $3; New York School Supply Company, $2.21; George W. 
Millar & Co.. $2.18; Peckham, Little & Co., $2.18; Matthew J. Tobin, $2.10; Daniel 
Slote & Co., $2.06; J. J. Callahan, $1.89; United States Paper Company, $1,744. 

The award was made to Matthew J. Tobin at $2.10. The order books show that 
1.798 reams were purchased by the department during 1903. David S. Walton, the 
lowest bidder for this quality of paper, in the 1904 awards, received the contract at 
$1-59 per ream. 

Item No. 3094 was for 300 reams of manila wrapping paper, 30 x 40 inches, 80 
pounds per ream. The bidders were: D. A. Tower, $4-S0; Carter, Rice & Co., $4; 
New York School Supply Company, $2.99; Peckham, Little & Co., $2.91; George W. 
Millar & Co., $2.90; Matthew J. Tobin, $2.80; Daniel Slote & Co., $2.74; J. J. Calla- 
han, $2.52; United States Paper Company, $2,388. 

The award was made to George W. Millar at $2.90 per ream. The orders dur- 
ing 1903 amounted to 400 reams. Geo. W. Millar also received the award in 1904 
at $2.89 per ream, although David S. Walton bid $2.12. 

On each of the above three items the United States Paper Company was the 
lowest bidder for the 1903 contract. 

Statement from the Lowest Bidder. 

Mr. A. Rosenthal, of tiic United States Paper Company, told a representative of 
the Investigations Division that not until the visit of your examiner was the firm 
informed that its bids were the lowest in these three instances, at which he expressed 
great surprise. He said: 

"After the bids for the 1903 contract were opened we were told at the Supplies 
Division that we were not successful, as our bids were too high. We later tried to 
secure a book showing the results of the bidding, but failed after two or three calls 
at the Bureau. 

" We submitted samples with our bids, which were e(|ual to the sample displayed 
by the Committee on Supplies at the Board room, and otherwise complied in full with 
the letter of the specifications as to bond, etc. I am sure a test would show that our 
sample was equal to the standard set up by the Board. 

" We cannot conceive why the successful bidders were granted the contracts for 
manila paper at such an advance over our bids for the standard goods which we pro- 
posed to furnish. 

" I may say that I visited one of the schools in Queens Borough last year and 
saw the manila paper being delivered there. It was what is known in the trade as 
' butcher ' paper or ' butcher's water proof.' This, I should say, is not suitable for 
school purposes. It is -^s of a cent a pound cheaper than the standard paper called 
for. There was no 'butcher ' paper exhibited in the Supplies Bureau among the 
samples from which the competitors made up their bids, yet I assume that the paper 
which I saw in the schools had been received from the Supplies Division." 



219 

Rubber Erasers 70 Cents a Pound in 1903; 40 Cents a Pound in 1904. 
The item of India rubber erasers, of which 2,897 pounds were ordered during 1903, 
discloses a peculiar situation, and suggests that the Committee on Supplies must have 
resorted to some unusual plan in determining the relative qualities of the several sam- 
ples submitted. It appears that for the 1903 contract for rubber erasers there were six 
bidders. The prices offered by five of these bidders ranged from $0.39 to $0.43 per 
pound. The successful contractors, the L. W. Ahrens Company, however, bid $0.70, or 
almost twice as much as did the lowest bidder. In 1904. C. S. Braisted (Eagle Pencil 
Company) under liis l)id furnished the same article at $0.40. 

What tests the Supplies Committee made to ascertain the quality of the samples 
of erasers submitted has not been explained, but it would seem that there could hardly 
exist such a great disparity between the samples. If the rubbers are intended for 
general school use it is hardly possible that there was such a discernible difference in 
the quality of the erasers as would justify the selection by the Committee of erasers 
costing almost 100 per cent, more than the price they might have been purchased for. 

C. S. Braisted, representing the Eagle Pencil Company, bid for the supplying of 
rubber erasers for the Board of Education for 1903. His bid was 40 cents a pound. 
The contract was awarded to the 1^ W. Ahrens Company at 70 cents a pound. 

Homer Beach, who has charge of the educational contracts for the Eagle Pencil 
Company, in referring to the fact that his company had obtained the 1904 contract for 
rubber erasers, said : 

" We submitted the same sample and the same price for rubber erasers in 1903 and 
1904. Our price in both instances was 40 cents a pound. In 1903, another bidder, L. W. 
Ahrens Company, obtained the contract at 70 cents a pound. Perhaps the 70-cents-a 
pound rubber erasers were of better quality than our 40-cent. erasers. However, you 
must go to the Board of Education to ascertain why our 40-cents-per-pound erasers 
were not good enough in 1903, but are good enough for 1904." 

The Awards for Pens. 

The general supplies list for 1903 contains 55 items under the head of pens. During 
that year 30,573 gross were purchased at a cost of $10,520.16. The following table 
shows the brands, the quautity ordered, the cost, and the contractors. 



Number Quantity Cost 

Brands. Contractors. of Ordered for 

Style. in 1903. 1903. 
Gross. 

I 

Defiance L. W. Alirens Conii)any 5 i,i45 $561 05 

Eagle C. S. Braisted 14 S>404 1,652 91 

Esterbrook L. W. Ahrens Company 12 9,765 2,806 90 

Eclectic Spencerian Pen Company 6 562 260 95 



220 



Btands. Contractors. 



Gillott's Peckham, Little & Co 

Smith Richardson, Smith & Co . . 

Spencerian Spencerian Pen Company 



Number 

ot 

Style. 


Quantity 
Ordered 

in 1903. 

Gross. 


Cost 
for 
1903. 


6 


8,850 


$2,9 1 5 89 


3 


3-622 


1,713 56 


2 


1.205 


602 so 



Totals 49 30,573 $10,52016 



President T. E. Smith, of the Spencerian Pen Company, complained of the treat- 
ment accorded his firm in the furnishing of pens to the schools. Mr. Smith said : 

" Spencerian pens were formerly used almost exclusively in the schools. Prices 
have been gradually reduced to accommodate the Board of Education, and in order that 
there might be no excuse for excluding our goods from the list, we furnished the 
finest quality at the price of inferior grades. In 1902 we sold pens to the Board of 
Education at 50 cents per gross, while the trade price was 67J/2 cents. 

" The Supplies Committee last year cut out ten numbers of our pens, leaving only 
Nos. 5 and 15, while those of other firms were not cut out. Tt is the same for this 
year (1904). 

" Our No. I is used in schools all over the country. For some reason the Supplies 
Committee cut out this pen last year and substituted pens not suitable, in my opinion, 
for school use. This year (1904) we reduced our price to 40 cents a gross on No. i. 
This we did to give the schools a standard pen, and to leave no excuse for dropping us 
on account of price, but No. i was excluded from the list. 

" As so many school teachers prefer our No. i we have sent to principals a circular 
notifying them of our willingness to exchange Nos. 5 and 15 for No. i, and no doubt 
many teachers will avail themselves of the privilege. 

" One-half the pens on the list are not generally sold by the trade and are to be 
had only from certain jobbers. The number on the list should be reduced at least 50 
per cent. The variety is now greater than is carried by any stationer in New York. 
An expert should select the pens best adapted to school use and the rest should be 

thrown ol^' the list. 

" A jobber comes into our office and asks for a pen with his name stamped upon it, 
as he proposes to enter into competition for some public contract. If we demand 50 
cents a gross, he retorts that he can get good enough pens at 20 cents a gross elsewhere. 
That is the way goods of inferior grades are frequently put into use in City depart- 
ments as well as schools. 

" In the Department of Education imitations of standard patterns of pens are ac- 
cepted by the Supplies Committee, despite our willingness to furnish a superior article 
to the schools below the market rate. We know of no remedy for the peculiar situa- 
tion brought about by these methods." 



221 

Statemknts by Unsuccessful Bidders. 

Forkcr & Baldwin, manufacturers of flags, at No. 19 Bcekman street, submitted 
a bid for 200 American flags. Their bid was $.3.95 a flag, which was the lowest. The 
contract was awarded to Annin & Co., whose bid was $4.05 a flag. 

Mr. C. A. Forker, of Porker & Baldwin, in referring to the award of the contract 
to Annin & Co., said : 

"The contract should have been awarded to us because we were the lowest bidders. 
Our bid was not only the lowest, but our flags were superior in quality and finish. We 
know of no reason why we were not awarded the contract because we complied with 
■every specification called for. In fact, our flags were better in every respect than the 
sample furnished by the Board of Education. 

" We were never informed of the result of the bidding and we have never had 
a request to make another bid. The truth is we decided that it would be useless for 
us to compete for contracts with the present Board of Education, or as long as the 
present system of awarding contracts is in vogue. While we do not charge that there 
is any dishonesty in the awarding of contracts by those in authority at the Board of 
Education, it is our opinion that unbusinesslike methods prevail. Our firm manu- 
factures flags for the United States Government and they are accepted after careful 
examination as to the quality of the material and work. The flags we offered to 
furnish to the Board of Education at a lower figure than those contracted for were of 
the same quality and work as those furnished by us to the Federal Government. When 
w^ agreed to bid for the 200 flags for the Board of Education, Mr. Jones, the Super- 
intendent of the Supplies Department, said that ' this time everybody will be given a 
chance.' Mr. Baldwin and myself are now of the belief that we never had a chance." 

Mr. Henry M. Crist, manager of the firm of Milton Bradley Company, of No. II 
East Sixteenth street, in speaking of the awards of contracts by the Board of Educa- 
tion, said : 

" Our firm manufactures materials for use in kindergartens. We also manu- 
facture paper and stationery goods. We have for years secured contracts from the 
Board of Education. We put in our bids and if we are successful we receive notice." 

When Mr. Crist was told that his firm had failed to receive the contracts for 
eighteen items on the supply list for 1903, on which the firm was the lowest bidder, 
he replied : 

" That information astonishes me. We never knew that we were the lowest bidders 
on those items. We were merely told that the contracts for those items had been 
awarded to other firms, and we naturally concluded that we had not been the lowest 
bidders. I have not the faintest idea why we were not awarded all contracts where 
our bids were the lowest. Of course a bidder whose bid is the lowest may have his 
bid set aside by the judgment of the Supplies Committee or its representative, as to 
the merits of the sample furnished. In my opinion, arbitrary action is sometimes taken 
in the awarding of contracts, especially in decisions whereby the lowest bids are rejected, 
because the samples of the contractors do not, or it is claimed they do not, equal the 



222 

sample held as the standard by the Board of Education. However, I do not wish to 
offer any criticism of the Supplies Division of the Board of Education. I have been 
dealing with the Board for years, and every contract received by our firm has been 
obtained without favor or influence. I have no reason to suppose that any influence 
has been or can be brought to bear upon those whose duty it is to award contracts. 
It may be that sometimes the lowest bidder has not followed the specifications as to 
the quality of the goods." 

Asked if Milton Bradley Company had not been awarded contracts on which they 
had not been the lowest bidder, Mr. Crist replied : "> 

" Perhaps we have. As I said before, we are only informed of the bids on which 
we have been successful. As the Board of Education only furnishes the contractors 
with a pamphlet containing the awards, there is no way of knowing the figures of 
the unsuccessful bidders." 

Carter, Rice & Co., stationers and paper dealers, of No. 150 Nassau street, lost four 
contracts with the Board of Education for supplies for 1903, although they were the 
lowest bidders. The contracts referred to and the facts relating thereto are subjoined : 



Contract Bid of Carter, Successful Bidders and 

Item No. Supplies. Rice & Co. Award Price. 



3073 75,000 envelopes $2.86 per 1,000 M. J. Tobin $4 60 

3089 2,500 dozen pads .90 per dozen Peckliani, Little & Co. i 05 

3090 1,000 reams legal cap. . . .75 ream L. W. Ahrens i 02 

3091 2,000 reams legal cap. . . .48 ream L. W. Ahrens 58^ 



Mr. W. G. Sloat, representing Carter, Rice & Co., was surprised to learn that the 
firm bids were lower than those at which the awards for 1903 were made. 

" We put in our bids after complying with every specification," said Mr. Sloat, 
" and, not hearing from the Board of Education, we concluded that we had been 
underbid. So we were the lowest bidders? Well, that is news to us. But we are 
not surprised, because we did not get the contracts. This firm has not the highest 
opinion of the business methods of the Board of Education. When reputable firms 
bid for supplies and their bids are the lowest, they should be given the contracts ift 
preference to jobbers, who, in many instances, must get their goods at second hand. 
No one man should have the power to decide that the lowest bidder should not have 
a contract because the sample furni.shed does not meet the requirements as understood 
by him. There is plenty of room under such a system for favoritism and monopoly. 
There are a large number of business men and manufacturers who do not care to bid 
for supplies for the Board of Education." 



223 

The American News Company was the lowest bidder on the following contracts, 
which were awarded to bidders whose bids were higher : 



Item No. 
1903. Supplies Bid For. American News Co. Bid. Bid Which Obtained Contract. 

3241 so reams No. 2 typewrit- 
ing paper 60 cents per ream M. J. Tobin, 88 cents ream. 

3244 72 reams No. 5 type- 
writing paper 74 cents per ream M. J. Tobin, 96 cents ream. 

3420 100 dozen small sponges. 5 cents per dozen Steiger & Co.. 23 cents dozen. 



Mr. Stephen Farrelly, Manager of the American News Company, says he knows 
of no justifiable reason why his company should not have been awarded the contracts 
for the above supplies. He asserts that all the specifications regarding quality, surety, 
etc., were carried out. It is Mr. Farrelly's opinion that too much latitude is given 
to the party or parties connected with the Board of Education who decide if a sample 
of supplies needed comes up to the quality specified. 

Conclusions. 

Whatever the explanation to be given for these divergences from the rule of 
awarding contracts to the lowest bidders, it is inevitable that such and other irregu- 
larities will increasingly continue until such time as the Board of Education shall 
adopt more permanent standards and more reliable methods for the examination and 
comparison of samples. The absence of a permanent system that can be relied upon 
from year to year leaves the way open for those very irregularities which it is the 
object of fair and open competition to prevent. 

Respectfully, 

ROBERT B. McINTYRE, Examiner, Investigations Division. 



REPORT No. 15. 
Analysis of 1903 Printing Contract. 

Examination of payments made on the contract of The J. W. Pratt Company, the 
Department of Education printing contractor for 1903, discloses certain facts indicating 
that there is room for economy in the distribution of printed supplies, and necessity for 
a closer supervision of printing done for the Board. In this report a few illustrations 
are presented showing what seem to be instances of wastefulness in furnishing sup- 
plies and of manipulation of work done in order to swell the charges for the sanie. 

The 1903 printing contract was based on estimates for supplies of which the Board 
might order more or less than $50,000 worth. From vouchers obtainable when this 
analysis was made (there were then outstanding a number of charges on the con- 
tract) it appears that $59,847.07 had been paid for printing out of the following funds 
for 1903 : 

Special School Fund — Incidental expenses $43-339 i5 

Special School Fund — Supplies 8,867 05 

Special School Fund — Lectures 5,868 19 

Special School Fund — Compulsory education 993 98 

Special School Fund— School building 747 00 

Special School Fund — High School 32 70 

Total , $59,84807 



The amount paid the contractor for alterations made by the author in proofs 
reached $3,144.30, which is included in the above sum of $59,848.07. Of this sum 
$2,363.80 was paid for alterations in contract specifications and Board Minutes. The 
cost of printing minutes and specifications was nearly one-half of the total payment, 
or $27,296.37, of which nearly 9 per cent, was for alterations. 

From an exhaustive analysis of the long list of printing supplies furnished to the 
schools is taken the item of expense of printing contract specifications, with the amount 
charged by the printer for alterations. Almost invariably charges are made for altera- 
tions, ranging all the way from $1.20 to $113.40, and aggregating $1,451.30. Proposal 
forms, being akin to specifications, are included in the list. 



225 

The printing of specifications for the general construction of a new pubhc school 
might call for the expenditure of $113.10, as in the case of Public School 63, Manhattan, 
if it be conceded that the present elaborate form is necessary. But in the following and 
similar cases it would appear that a considerable saving in cost could be made if the 
Board of Education had prepared a brief, simple form of specification, to be approved 
as to form by the Corporation Counsel, and to occupy, say, four pages of printed 
matter, instead of forty pages or more, for which $1.25 a page is paid : 

Locks, etc.. Public School 50, Manhattan $64 70 

Propo.sals for coal and wood 122 30 

Improving lots, Public School 45 52 40 

Improving lots, Public School 4, Manhattan ' 56 20 

Heating and ventilating apparatus. Public School 84, Brooklyn 83 25 

Openings in parapet walls 32 50 

Erecting benches on roof playgrounds 36 78 

Pipe organ. Girls' High School, Brooklyn 47 05 

Improving fots. Public School 143, Brooklyn 75 30 

Total $618 18 



The item of alterations in the printing of the minutes of the Board and its com- 
mittees is not inconsiderable, amounting to $912.50 out of a total cost of $11,373.59. The 
facts disclosed naturally suggest the query. Why should it be necessary to pay for 
alterations on every order for printing minutes ? 

In a general way only a small saving might be effected by condensation iu the 
printing of the text of the minutes of the Board of Education and its Executive Com- 
mittee, but tabular matter inserted is. as a rule, so extended that the cost of printing 
such tables is unnecessarily increased about 35 per cent. 

The minutes of the Board for September 17, 1903, include the annual departmental 
budget, which is extended over pages 1885 to 2544, inclusive — 660 pages. On pages 
1888 to 2432 appear lists of teachers in the schools of the Greater City, their proposed 
salaries for 1904, and increases, if any. On piges 2433 to 2544, salaries of officers, 
janitors, clerks, statements of cost of supplies, etc., are presented. 

In a full page of text of the minutes i inch blank space is left at the top and 1^4 
inches at the bottom. In the tabular pages the matter is extended from page to page, 
leaving in many instances additional blank space at the bottom of the page. 

In the minutes of September 24, 1902, the Budget was set in " solid "' type, but 
apparently in order to increase the number of pages to be paid for, the matter was 
spread over 490 pages which might have been compressed into 400 pages without detri- 
ment to the typography. 
IS 



226 

Til 1903 llio contractor had the Budget " slugged " or " doul)lc leaded " extending 
the tables over 660 pages, and ]ircsenting a greater printed surface on each page than 
in 190J. If set "solid." as in igo2, and "made up close as possible," as expressly stipu- 
lated in the contract the Budget matter could have been printed within 425 pages. This 
would have made a saving of 235 pages, at $2.25 per page, or $528.75. 

The minutes of the Board of Educ;ition of May 27, 1903, contain a list of books for 
school libraries, with names of authors, it is printed in large type, "double leaded," 
and occupies 83 pages, ibis list looks like a " pick-ui) " or reprint from another Board 
document. The contract provides that " special reports of documents reprinted sep- 
arately from proceeding.s to be ;.t .same price per page." In the minutes of July 13, 1903, 
appears a list of text books in similar large type to the above, but it is set " solid." 
The list covers 91 pages and is apparently not a " pick-up." .\s $2.25 is the contract 
price per page for printing Board minutes, $186.75 might be considered a liberal con- 
tribution to the contractor for this one "pick-up" in the Journal of the Board of 
Education. 

It would appear from a perusal of the bills rendered under the Pratt contract for 
printed supplies furnished to the De Witt Clinton and the Wadleigh High Schools that 
the best judgment was not exercised in such distribution. These two schools are 
selected at random to illustrate the disparity that seems to exist in other directions in 
the quantities of printed supplies furnished to various schools. 

I)e Witt Clinton High School, including its four annexes, according to the report 
of the Board of Education for 1902, had 2,464 pupils. This school appears to have been 
especially favored in the matter of printed supplies in 1903. Bills were rendered bv 
the contractor for the following on orders from the Board's representative: 

DESCRIPTION. QUANTITY. COST. 

Admission and discharge cards 

Recitation cards 

Pupils' receipts for books 

Half-note blanks I'^orm 7 

Letter-heads 

Program cards • 

Note-heads 

Daily summary of attendance 

Report of lateness 

No. 6' J envelopes 

'i'abulation sheets 

Manila envelopes 

Postal cards 

Special report to principal 



80,500 


$70 00 


45.500 


33 iH 


30,000 


115 30 


30,000 


57 00 


25,000 


102 7S 


-24.500 


24 50 


^.3.500 


72 78 


20,000 


36 67 


1 8,000 


9 75 


16,500 


27 ^o 


8,400 


3»72 


a,ooo 


27 28 


7.850 


(>8 87 


7.500 


7 50 



227 



DESCRIPTION. (JUANTITY. 



Progress reports 7.500 

Report to parent 6,000 

Special report to parent 6,000 

Permanent record cards 4,750 

Assignment notices 4.350 

Special report on work and conduct ,^.700 

Seat charts 3.650 

Permission for absence 3.500 

Report of scholarship 3.500 

No. 10 envelopes 3, 100 

Monthly summary of attendance 3,000 

Half-letter blanks. Form i • 1,650 

Irregular pupils ' 1,300 

Fransfer cards 1,200 

No. 12 envelopes 1,000 

Recommendation cards 950 

Term sheets 800 

Subject teachers' report 500 

Programs of daily recitations 275 

Total 401,975 $865 48 



$2 


14 


8 


90 


6 


24 


22 


3^ 


5 


45 


2 


86 


19 


S^ 


3 


6-1 


14 


03 


9 


15 


10 


OC 


5 


03 


6 


06 


I 


80 


4 


00 


I 


QC 


-'5 


60 


2 


ii 


2 


94 



With a total scholarship of approximately 2,500, it would seem that 80,500 admis- 
sion and dicharge tickets ought to be sufficient for years to come. The liberal supply 
of 45,500 recitation cards is equalled by the orders for 30,000 pupils' receipt for books. . 
The extensive correspondence of the school apparently called for 25,000 letter-heads 
and 23,500 note-heads, with envelopes, and 7,850 postal cards. Various blanks used 
were also ordered on the same liberal scale. 

Bills were rendered under the contract to Wadleigh High School for printing sup- 
plies, as follows : 



DESCRIPTION. 



Special bulletins 

Bulletins 

Progress cards 

Special report to parent 
Recommendation cards 
Postal cards, Form 27 . . 



QUANTITY. 


COST. 


5,000 


$7 5f^ 


5,000 


7 50 


3.000 


3 00 


2,000 


2 08 


1,500 


3 00 


1,500 


18 3?^ 



18,000 $41 46 



228 

The report uf the Board of Education for 1902 gives the number of pupils in 
Wadleigh High School as 2.488. 

An examination of the bill of the J. W. Pratt Company, rendered on September 
21, 1903, suggests the possibility of laek of proper care in checking claims of contractors 
that may have existed under former conditions in the Supply Division. Superintendent 
of Supplies Patrick Jones had dissected the items of the bill and eliminated several 
important charges therein. The bill is designated as Order No. 3218, Job No. 1848 E 6. 
and was transmitted to the Department of Finance for audit and payment on January 15, 
1904. being for the following work: 

250 Copies of Budi^ct. 

83 forms press work, at $2.50 per form 

Author's alterations. 93 hours, at 60 cents per hour 

Additional corrections and make-up, paper and press work on forms printed 

before corrections were sent in 

Binding 250 copies, $1 per signature 

Night work, 240 hours, at 80 cents ( not allowed — P. J. ) 

Sunday work, 180 hours, at $1.20 (not allowed — P. J. ) 

45 hours' night work on presses, at $2 (not allowed — P. J. ) 

Remakeup and reimposition of Budget, 660 pages, 670 hours, at 60 cents. . 

In correction made, number of hours reduced from 670 to 302V2 

Standing type, 8,736 ems to a page, at 10 cents per i 000 ems ; 660 pages at 

87 1-3 cents per page (not allowed — P. J.) 576 40 



$207 


50 


55 


80 


67 


SO 


83 


00 


192 


00 


216 


00 


90 


00 


402 


00 


301 


50 



Total of claim before deductions were made $1,890 20 

Amount of claim as corrected 715 30 



The deductions made by Superintendent Jones amounted to $1,174.90 out of a total 
of $1,890.20. The only inference appears to be that in its original form there was an 
overcharge in the bill. The bill bears an indorsement accepting the reduced amount. 
This is signed by the J. W. Pratt Company, J. F. Handy, President, O. K., as corrected 
by P. Jones, Superintendent of Supplies 

The bill as originally rendered, it would appear, passed through the office of the 
Bureau of Supplies and was approved October 9, 1903, by Parker P. Simmons, thien 
Superintendent of School Supplies. 

The order for the work was issued on August 22, and was for "250 copies of the 
Budget (part minutes of the Bi^ard of Education)." Written in purple indelible ink, fol- 
lowing the first part of the order written in black pencil, appears this memorandum: 

"To be paid for as per minutes; allowance to be made for paper, press work, bind- 
ing, alterations, and for keeping type standing." 



229 

'J'his largely reduced bill may be related to another bill of the J. W. Pratt Company, 
dated October 30, 1903, being for orders Nos. 3718 and 3151, Job No. 1877 E 6. The 
latter bill was for printing 2,000 copies of minutes of the Board of Education special 
meeting of September 17, 1903, including the Budget and minutes of Executive Com- 
mittee meetings of July 21 and 22 and August 19, pages 1731 to 1838 inclusive. 

814 pages in all, at $2.25 $1,831 50 

192 hours of alterations, including changes on Budget 1 15 20 

Total of bill $1,946 70 



This claim appears to have been paid and is included with other claims in the 
schedule paid by Warrant No. 51,755 of 1903. Payment was approved by Parker P. 
Simmons, Superintendent of Schools, on November 10, 1903. 

This report deals only with the Pratt contract for printing for 1903, so far as pay- 
ments had been made on the same by the Comptroller. It does not treat of non- 
contract printing ordered by the Board of Education. 

It appears that the Board is a .firm believer in the use of printer's ink. and dis- 
tributes its documents in some directions with great prodigality. A member of one of 
the local school boards states that she has received seven pounds of printed matter 
from the Board of Education since September i, 1903; that as she has no authority as 
an official of the Department, she protests that this avalanche of reports and other 
school literature is of absolutely no use to her and is a sheer waste of money. 

Respectfully, 

ROBERT B. McINTYRE, 
'. . , Examiner, Investigations Division. 



